Thirteen content-area teachers of mildly disabled adolescents rated six cognitive strategy-based adaptive teaching procedures for facilitating content mastery. The teachers rated the strategies' familiarity, value, use, assistance needed to routinely implement, and reasonableness of being expected to implement. The teachers highly valued and…

Intended to assist teachers in evaluation of specific learning strategies for learning disabled students, the article summarizes 14 metacognitive strategies (sets of steps used by the student to talk his or her way through a problem) based on principles of rehearsal, transformation, organization, mnemonics, monitoring, motivation, and…

Research based instructional procedures to facilitate generalization of learning strategies by remedial students are offered at four levels of generalization: antecedent, concurrent, subsequent, and independent. Within each level, specific procedures mediated by the special teacher, the regular teacher, peer, and/or student are illustrated.…

The article presents a metacognitive intervention for teaching mainstreamed learning-disabled students four learning strategies for thinking before, during, and after class discussions. Instructional and assessment procedures used for teaching the strategies are described. (Author/DB)

This paper proposes an instructional model for integrating cognitive strategy instruction and content area instruction when teaching students with learning disabilities in content area classes. In the model, teacher-mediated instructional devices and routines used to teach content area subjects serve as a basis for teaching students to…

This paper discusses the two important domains affecting the success of learning strategy training for students with learning disabilities or other mild handicaps: students' knowledge of critical skills and information potentially related to strategy use, and students' motivation to learn and use the strategy. The paper presents an eight-stage…

This executive summary of a research synthesis on effective teaching principles notes current trends in effective teaching research and educational reform and finds that research from both teacher-centered and student-centered paradigms have substantial empirical support. Descriptions are then provided of 10 teaching principles identified as…

Empirical studies on teaching content-area information to underachieving or mildly disabled students are reviewed. Instructional options include content reduction, learnable text, content enhancement, use of audiorecordings and computer-assisted instruction, and promoting use of cognitive and metacognitive strategies. A content enhancement model…

Urges "watering up" the curriculum for adolescents with learning disabilities and identifies principles associated with making knowledge construction more meaningful. Offered are specific instructional techniques for use in inclusive settings, such as focusing on teaching big ideas, promoting elaboration, relating to real-world contexts, and…

This article explains the Integrated Strategies Instruction Model by analyzing the problems of ineffective writers and presenting instructional techniques for framing, applying, and extending students' understanding of the executive strategy. A vignette from an eighth-grade history classroom illustrates the guidelines. Research regarding the…

This article offers the Integrated Strategies Instruction Model as a method for teaching content-area lessons to students with mild disabilities, using a variety of graphic organizers. The model lends itself to both teacher-directed and student-directed learning activities. (DB)

This monograph presents a synthesis of the literature on empirically supported effective teaching principles that have been derived from research on behavioral, cognitive, social-learning, and other theories. After an introductory section, the first section discusses characteristics of empowered and ineffective learners. Motivational, cognitive,…