Cognitive Behavior Modification, Direct Instruction and Holistic Approaches to the Education of Students with Learning Disabilities

This review of research addresses the teaching of reading, one of the most common concerns in the education of students with learning disabilities. First, past conceptualizations of the condition of learning disabilities are considered, then rejected in favor of the notion that learning disabled individuals are characterized by a failure to deploy cognitive resources effectively. Next, recent research on teacher effectiveness and the technology of direct instruction is examined in relation to current understandings of the nature and treatment of learning disabilities. Finally, empirically based instructional strategies for the teaching of reading to the learning disabled are suggested.

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Summary of Research Findings at the University of Virginia Learning Disabilities Research Institute

Exceptional Education Quarterly ◽

10.1177/074193258300400110 ◽

1983 ◽

Vol 4 (1) ◽

pp. 95-114 ◽

Cited By ~ 15

Author(s):

Daniel P. Hallahan ◽

Robert J. Hall ◽

Susan O. Ianna ◽

Rebecca Dailey Kneedler ◽

John Wills Lloyd ◽

...

Keyword(s):

Learning Disabilities ◽

Behavior Modification ◽

Adult Child ◽

Strategy Training ◽

Cognitive Behavior ◽

University Of Virginia ◽

Cognitive Behavior Modification ◽

Academic Tasks ◽

Research Findings ◽

The University

The Institute at Virginia focused its efforts on LD children with attentional problems. Emphasis was placed on developing cognitive behavior modification techniques that help children improve their attention to tasks and that provide children an effective strategy for approaching academic tasks. Studies included investigations of metacognition, information processing, self-recording of task-related behavior, and strategy training. Adult-child interactions and psychometric properties of the Woodcock-Johnson battery also were studied.

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Five Faces of Cognition: Theoretical Influences on Approaches to Learning Disabilities

Learning Disability Quarterly ◽

10.2307/1510944 ◽

1981 ◽

Vol 4 (3) ◽

pp. 238-243 ◽

Cited By ~ 4

Author(s):

Wayne P. Hresko ◽

D. Kim Reid

Keyword(s):

Learning Disabilities ◽

Information Processing ◽

Behavior Modification ◽

Current Knowledge ◽

Approaches To Learning ◽

Educational Interventions ◽

Cognitive Behavior ◽

Instructional Interventions ◽

Cognitive Behavior Modification ◽

Environmental Events

The label cognitive has been used to designate five substantially different approaches to the study of learning disabilities: information processing, metacognition, genetic epistemology, cognitive behavior modification, and the specific-abilities model. While four of these recognize the importance of learners' activity and their current knowledge and its organization as the basis for selecting what is to be processed during environmental events, their implications for instructional interventions vary dramatically. Cognitive approaches have already begun to improve our understanding of learning and learning disabilities, whereas the effectiveness of derivative educational interventions remains largely unexplored.

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Five Faces of Cognition: Theoretical Influences on Approaches to Learning Disabilities

Learning Disability Quarterly ◽

10.2307/1510765 ◽

1988 ◽

Vol 11 (3) ◽

pp. 211-216

Author(s):

Wayne P. Hresko ◽

D. Kim Reid

Keyword(s):

Learning Disabilities ◽

Information Processing ◽

Behavior Modification ◽

Current Knowledge ◽

Approaches To Learning ◽

Educational Interventions ◽

Cognitive Behavior ◽

Instructional Interventions ◽

Cognitive Behavior Modification ◽

Environmental Events

The label cognitive has been used to designate five substantially different approaches to the study of learning disabilities: information processing, metacognition, genetic epistemology, cognitive behavior modification, and the specific-abilities model. While four of these recognize the importance of learners' activity and their current knowledge and its organization as the basis for selecting what is to be processed during environmental events, their implications for instructional interventions vary dramatically. Cognitive approaches have already begun to improve our understanding of learning and learning disabilities, whereas the effectiveness of derivative educational interventions remains largely unexplored.

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