Self-Regulated Strategy Development in Reading, Writing, and Mathematics for Students with Specific Learning Disabilities

Autor/inn/en	Rogers, Michelle; Hodge, Janie; Counts, Jennifer
Titel	Self-Regulated Strategy Development in Reading, Writing, and Mathematics for Students with Specific Learning Disabilities
Quelle	In: TEACHING Exceptional Children, 53 (2020) 2, S.104-112 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rogers, Michelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059920946780
Schlagwörter	Students with Disabilities; Learning Disabilities; Self Management; Teaching Methods; Direct Instruction; Academic Achievement; Metacognition; Cognitive Processes; Cognitive Development; Instructional Effectiveness; Reading Instruction; Writing Instruction; Mathematics Instruction; Goal Orientation; Reinforcement + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Selbstmanagement; Teaching method; Lehrmethode; Unterrichtsmethode; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Schulleistung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Cognitive process; Kognitiver Prozess; Kognitive Entwicklung; Unterrichtserfolg; Leseunterricht; Schreibunterricht; Mathematics lessons; Mathematikunterricht; Zielorientierung; Zielvorstellung; Positive Verstärkung
Abstract	Although most students with specific learning disabilities (SLD) receive instruction in the general education setting (U.S. Department of Education, 2018), their academic outcomes have been found to be poor. Two evidenced-based practices that improve outcomes for students with SLD are explicit instruction and cognitive and metacognitive strategy instruction to support learning and independence. Compelling evidence indicates that systematically designed explicit instruction leads to improved academic outcomes for students with and at risk for learning disabilities (Vaughn et al., 2000). Jitendra et al. (2011) reviewed the quality of evidence for studies that included cognitive strategy instruction for students with SLD. Their synthesis documented strong evidence to support cognitive strategy instruction to support student learning. Thus, teachers' use of instructional approaches and interventions that include these practices should lead to improved student outcomes. Self-regulated strategy development (SRSD) incorporates both explicit instruction and cognitive and metacognitive strategy instruction to support students' academic needs across content areas (Harris et al., 2014). This article examines what SRSD is and how it is a framework for effective instruction across academic areas, settings, and student populations (Baker et al., 2009; Cuenca-Carlino et al., 2016; Stevens et al., 2019). It also describes examples of specific learning strategies and self-regulation strategies that teachers can use within the SRSD framework and provides information about resources practitioners who wish to learn more. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01