Learning Strategies: An Instructional Alternative for Low-Achieving Adolescents

The chapter presents a review of a series of workshops, called “I learn this way!” that was directed at children at the primary stage of education (ages 6 to 10) with Specific Learning Disabilities (SLD) to carry out the assignments using teaching tools suitable for their learning style, and at first grade secondary school children (age: 11 to 13) to help them structure a good method of study aimed to help them to learn more easily and effectively. Many children arrive at secondary school without having their own method of study, and the authors’ experience with those children with dyslexia can certainly provide educational ideas useful for all. The focus of this chapter will be mainly on the workshop aimed at first grade secondary school children.

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Effective Instructional Design and Delivery for Teaching Task-Specific Learning Strategies to Students with Learning Disabilities

Focus on Exceptional Children ◽

10.17161/foec.v44i2.6689 ◽

2011 ◽

Vol 44 (2) ◽

Cited By ~ 7

Author(s):

Charles A. Hughes

Keyword(s):

Learning Disabilities ◽

Instructional Design ◽

Learning Strategies ◽

Teaching Skills ◽

General Description ◽

Students With Learning Disabilities ◽

Teaching Methodologies ◽

Explicit Teaching ◽

Students With Ld ◽

Specific Learning

This article proposes that how learning strategies are taught to students with learning disabilities (LD) is as important as the strategies themselves. Moreover, the preponderance of existing research supports an explicit approach for designing and delivering lessons for teaching students with LD to learn and use task-specific learning strategies. To frame this discussion, the article presents a general description of task-specific learning strategies as well as an explanation as to why many students with LD need instruction in this area. Next, it offers the design and content features of task-specific strategies found in existing strategy curricula, followed by a brief summary of the research on effective elements of instruction for teaching skills and strategies to students with LD. The remainder of.the article focuses on how to teach task-specific learning strategies in ways that incorporate identified effective and explicit teaching methodologies that address a number of learning characteristics associated with learning disabilities.

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BEH Final Regulations for Learning Disabilities: Implications for the Secondary School

Learning Disability Quarterly ◽

10.2307/1510979 ◽

1978 ◽

Vol 1 (4) ◽

pp. 73-79 ◽

Cited By ~ 2

Author(s):

Libby Goodman ◽

Marianne Price

Keyword(s):

Learning Disabilities ◽

School Districts ◽

Secondary School ◽

Learning Disabled ◽

Specific Learning Disabilities ◽

Instructional Planning ◽

School Settings ◽

Aged Child ◽

Specific Learning

The final regulations for learning disabilities under PL 94–142 were published in December, 1977. As school districts have attempted to comply with these regulations, questions have been raised regarding their impact on assessment and instructional planning for learning disabled populations. So far, most of the literature on the LD regulations has focused on the preschool- and elementary-aged child. Goodman and Price, however, have analyzed the regulations as they relate to the evaluation of specific learning disabilities and to instructional planning for LD adolescents. This article raises several concerns on behalf of the learning disabled adolescent about the application of the regulations within secondary school settings.

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Effective Instructional Design and Delivery for Teaching Task-Specific Learning Strategies to Students with Learning Disabilities

Focus on Exceptional Children ◽

10.17161/fec.v44i2.6689 ◽

2011 ◽

Vol 44 (2) ◽

Cited By ~ 1

Author(s):

Charles A. Hughes

Keyword(s):

Learning Disabilities ◽

Instructional Design ◽

Learning Strategies ◽

Teaching Skills ◽

General Description ◽

Students With Learning Disabilities ◽

Teaching Methodologies ◽

Explicit Teaching ◽

Students With Ld ◽

Specific Learning

This article proposes that how learning strategies are taught to students with learning disabilities (LD) is as important as the strategies themselves. Moreover, the preponderance of existing research supports an explicit approach for designing and delivering lessons for teaching students with LD to learn and use task-specific learning strategies. To frame this discussion, the article presents a general description of task-specific learning strategies as well as an explanation as to why many students with LD need instruction in this area. Next, it offers the design and content features of task-specific strategies found in existing strategy curricula, followed by a brief summary of the research on effective elements of instruction for teaching skills and strategies to students with LD. The remainder of.the article focuses on how to teach task-specific learning strategies in ways that incorporate identified effective and explicit teaching methodologies that address a number of learning characteristics associated with learning disabilities.

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Specific Learning Disabilities and Psychosocial Difficulties in Children

10.4018/978-1-7998-7359-4.ch002 ◽

2022 ◽

pp. 31-54

Author(s):

Maria Sofologi ◽

Georgios A. Kougioumtzis ◽

Maria Efstratopoulou ◽

Efthalia Skoura ◽

Savvoula Sagia ◽

...

Keyword(s):

Learning Disabilities ◽

Learning Strategies ◽

Phonological Processing ◽

Epidemiological Data ◽

Specific Learning Disabilities ◽

Learning Disorders ◽

Academic Difficulties ◽

Psychosocial Difficulties ◽

Cognitive Deficiencies ◽

Specific Learning

Children with specific learning disorders (SLDs) exhibit academic difficulties disproportional to their intellectual capabilities. A significant percentage of school-aged children worldwide are diagnosed with specific learning disabilities, with dyslexia being the most common. In Greece, epidemiological data propose that 50% of children in special education schools are diagnosed with learning disabilities, and 80% with reading difficulties. Children with SLD exhibit both internalized, such as depressive and anxiety disorders, self-esteem issues, eating and sleep difficulties, and externalized problems, including difficulties in socializing, developing friendships, and delinquent behavior. Moreover, research has shown that children with learning disabilities have an average (or above average) intelligence, and their poor academic performance is due to their lack of effective learning strategies. Concerning cognitive deficiencies, research suggests that no specific deficit is to fault; however, common deficits in children with SLDs are phonological processing and working memory.

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Can Students with LD Become Competent Writers?

Learning Disability Quarterly ◽

10.2307/1593595 ◽

2003 ◽

Vol 26 (2) ◽

pp. 129-141 ◽

Cited By ~ 22

Author(s):

Jean B. Schumaker ◽

Donald D. Deshler

Keyword(s):

General Education ◽

Students With Disabilities ◽

Learning Strategies ◽

Writing Strategies ◽

University Of Kansas ◽

Instructional Programs ◽

General Education Curriculum ◽

Students With Ld ◽

The University ◽

Typically Achieving

The inclusion of students with disabilities in the general education curriculum and in district and state assessment programs has major implications for instruction because many of these students are expected to earn standard high-school diplomas and to meet the same standards as their typically achieving peers. This is especially problematic in the area of writing, which involves the use of many complex skills. This article reviews the research associated with a group of instructional programs on writing strategies that are part of the Learning Strategies Curriculum developed by researchers associated with the University of Kansas Center for Research on Learning. The research shows that students with disabilities can learn to use complex writing strategies to such an extent that they can write multi-paragraph themes appropriate for general education classes and that enable them to pass district and state competency tests.

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Some Common Language Learning Strategies Used by French-Speaking Cameroonian Advanced Learners of English: Strengths and Weaknesses

Studies in English Language Teaching ◽

10.22158/selt.v3n1p16 ◽

2015 ◽

Vol 3 (1) ◽

pp. 16

Author(s):

Gilbert Tagne Safotso

Keyword(s):

Secondary School ◽

Language Learning ◽

Learning Strategies ◽

Undergraduate Students ◽

English Learning ◽

Common Language ◽

Language Learning Strategies ◽

Advanced Learners ◽

French Speaking ◽

The University

This paper analyses some common language learning strategies used by French-speaking Cameroonian advanced learners of English. The Terminale learners (N=200) and undergraduate students (N=100) are used as the study’s subjects. This choice was motivated by the fact that, before these levels, these learners have been using a wealth of language learning strategies in French, English, German Spanish or Arabic. The data is analysed following O’Malley’s and Chamot’s (1990) taxonomy of language learning strategies. Results show that these learners use more cognitive than social and metacognitive learning strategies. This prevents them from efficiently developing their communication skills and evaluating their learning. Consequently, when these subjects leave the secondary school or the university, many of them are unable to hold a discussion in English. Some suggestions are made as to the strategies to develop in order to assist these learners in their English learning process.

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