Cognitive Strategy Instruction in Mathematics for Students with Learning Disabilities

This study used a multiple probe across participants design to examine the effects of a model drawing strategy (MDS) intervention package on fraction comparing and ordering word problem–solving performance of three Grade 4 students. MDS is a form of cognitive strategy instruction for teaching word problem solving that includes explicit instruction in drawing bar diagrams to represent problem components. Results suggest the intervention package was effective for improving the fraction word problem solving of students with learning disabilities and that effects were maintained 2 and 4 weeks after intervention. Implications of these findings and indications for future research are discussed.

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The Effect of Learners' Field Independence, Cognitive Strategy Instruction, and Inherent Word-List Organization on Free-Recall Memory and Strategy Use

The Journal of Experimental Education ◽

10.1080/00220973.1993.9943828 ◽

1993 ◽

Vol 62 (1) ◽

pp. 14-25 ◽

Cited By ~ 11

Author(s):

Bernard M. Frank ◽

Delane Keene

Keyword(s):

Free Recall ◽

Strategy Instruction ◽

Cognitive Strategy ◽

Word List ◽

Strategy Use ◽

Cognitive Strategy Instruction ◽

Field Independence ◽

Recall Memory

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The Effects of Learning Strategy Instruction on the Completion of Job Applications by Students with Learning Disabilities

Journal of Learning Disabilities ◽

10.1177/002221949402700205 ◽

1994 ◽

Vol 27 (2) ◽

pp. 104-110 ◽

Cited By ~ 7

Author(s):

J. Ron Nelson ◽

Deborah J. Smith ◽

John M. Dodd

Keyword(s):

Learning Disabilities ◽

Learning Strategy ◽

Strategy Instruction ◽

Students With Learning Disabilities

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Individualized Course-Specific Strategy Instruction for College Students with Learning Disabilities and ADHD: Lessons Learned From a Model Demonstration Project

Learning Disabilities Research and Practice ◽

10.1111/j.1540-5826.2005.00126.x ◽

2005 ◽

Vol 20 (2) ◽

pp. 103-118 ◽

Cited By ~ 48

Author(s):

David H. Allsopp ◽

Esther H. Minskoff ◽

Les Bolt

Keyword(s):

College Students ◽

Learning Disabilities ◽

Strategy Instruction ◽

Lessons Learned ◽

Demonstration Project ◽

Students With Learning Disabilities ◽

Specific Strategy

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Cognitive Strategy Instruction for Adolescents: What We Know about the Promise, What We Don't Know about the Potential

Harvard Educational Review ◽

10.17763/haer.78.1.j612282134673638 ◽

2008 ◽

Vol 78 (1) ◽

pp. 84-106 ◽

Cited By ~ 69

Author(s):

MARK CONLEY

Keyword(s):

Adolescent Literacy ◽

Teacher Educator ◽

Cognitive Strategies ◽

Strategy Instruction ◽

Cognitive Strategy ◽

School To Work ◽

Future Research ◽

Great Promise ◽

Cognitive Strategy Instruction ◽

Literacy Research

"Strategy instruction" is quickly becoming one of the most common — and perhaps the most commonly misunderstood — components of adolescent literacy research and practice. In this essay, veteran teacher educator Mark Conley argues that a particular type of strategy instruction known as cognitive strategy instruction holds great promise for improving adolescents' reading, writing, and thinking across content areas. However, he further suggests that we do not yet have the research needed to adequately understand and maximize the potential of cognitive strategy instruction in secondary content-area classrooms. After situating cognitive strategy instruction in the larger context of research on adolescent literacy and school-to-work transitions, Conley provides classroom examples of cognitive strategy instruction, demonstrates the need for meaningful integration of cognitive strategies in teacher education, and recommends specific directions for future research needed to understand and maximize the benefits of cognitive strategy instruction for adolescents.

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