Students learned a strategy for planning, writing, and evaluating compare-contrast essays. Instruction followed the principles of self-regulated strategy development, which aims to improve knowledge about writing, strategic writing processes, self-regulation, and motivation. Six adolescent students, 3 with learning disabilities in writing and 3…

This review considers both the content and methodologies of 5 single-subject and 2 group experimental design studies investigating the effects of cognitive strategy instruction on the mathematical problem solving of students with disabilities, using quality indicators proposed by Horner et al. (2005) and Gersten et al. (2005). Findings indicated…

Ten hearing impaired adolescents receiving Instrumental Enrichment demonstrated improvements in: systematic approaches to problems; analysis of problem situations; vocabulary size; analysis of source-of-error in problem-solving situations; completeness, organization, and planning in problem-solving situations; peer cooperation in problem solving;…

Performance on mathematics word problems was compared for 197 students (grades 3-8) with mild disabilities and 210 nondisabled students. Students with disabilities performed at significantly lower levels than typical students. Significant effects were also evident for grade and type of mathematical operation (addition, subtraction, multiplication,…

This study investigated the effectiveness of Modified Cognitive Strategy Instruction in Writing (CSIW) with mildly mentally retarded students' skills in writing problem/solution texts. Participants were from two self-contained and multiage classrooms in Turkey. Instruction had a positive impact on the amount of time students spent planning and…