The Effects of Cognitive and Metacognitive Strategy Instruction on the Mathematical Problem Solving of Middle School Students with Learning Disabilities
- Increasing the Problem-Solving Skills of Students with Developmental Disabilities Participating in General Education. Agran, Martin; Blanchard, Caryl; Wehmeyer, Michael; Hughes, Carolyn // Remedial & Special Education;Sep/Oct2002, Vol. 23 Issue 5, p279
Focuses on the improvement of mathematics problem-solving skill in students with learning disabilities. Importance of self-determination; Performance level of the students; Evaluation on the behavior of the students.
- Cognitive Strategies Used by Learning Disabled Children: Does Hyperactivity Always Make Things Worse? Copeland, Anne P.; Weissbrod, Carol S. // Journal of Learning Disabilities;Oct1983, Vol. 16 Issue 8
Compares the maturity and style of problem solving of learning disabled (LD) children to that of non-LD children based on tests of intellectual functioning, conceptual tempo, conversation and conceptual strategy. Similarity between the performance of hyperactive and nonhyperactive LD children;...
- Utilization deficiencies among children with learning disabilities. Gaultney, Jane F. // Learning & Individual Differences;1998, Vol. 10 Issue 1, p13
Examines links between metamemory and utilization deficiencies. Levels of recall and strategy use; Benefit of strategy use; Patterns of clustering and recall; Characteristics of children identified as utilizationally deficient; Variety of strategy use; Metacognitive awareness.
- Strategy Transformations in Learning Disabled Children's Math Performance: Clues to the Development of Expertise. Swanson, H.L.; Rhine, Barbara // Journal of Learning Disabilities;Dec1985, Vol. 18 Issue 10
Explores the relationship between the learning disabled children's poor math performance and their ability to make strategy transformations. Different types of strategy transformations; Influence of metacognitive knowledge on strategy development.
- EARLY RELATIONSHIPS AMONG SELF-REGULATORY CONSTRUCTS: THEORY OF MIND AND PRESCHOOL CHILDREN'S PROBLEM SOLVING. Sperling, Rayne A.; Walls, Richard T.; Hill, Lee Ann // Child Study Journal;2000, Vol. 30 Issue 4, p233
Presents a study on the relationships among self-regulatory constructs of preschool children. Age-related differences among the theory of mind tasks, problem solving ability, metacognitive regulation and strategy use; Correlation between strategy use and metacognitive regulation;...
- On Comparing Learning Disabled and Regular Classroom Children. Weener, Paul // Journal of Learning Disabilities;Apr1981, Vol. 14 Issue 4, p227
Reviews studies which compared normal and learning disabled (LD) children with a focus on the variability of performance within groups and the degree of overlap between LD and normal groups. Impact of the separation of children into LD and regular classroom groups; Range of performance on...
- Using a Demonstration Strategy to Teach Midschool Students with Learning Disabilities How to Compute Long Division. Rivera, Diane; Smith, Deborah Deutsch // Journal of Learning Disabilities;Feb1988, Vol. 21 Issue 2
Studies the influence of a modeling technique on the acquisition of long division by eight middle school students with learning disabilities. Effectiveness of the instructional intervention; Initial assessment scores of division problems; Background on research about mathematics instruction for...
- Teaching Students with Learning Disabilities Essential Social-Emotional Skills. Elksnin, Linda; Elksnin, Nick // Proceedings of the 14th World Congress on Learning Disabilities.;Oct2006, p141
It is estimated that between 15 and 22 percent of U.S. youth have social-emotional difficulties warranting intervention. Children with learning disabilities (LD) are particularly vulnerable for social-emotional problems. Teaching children with LD to understand nonverbal communication, interpret...
- An Abstraction Test for Normal and Learning Disabled Children. Yeh, Joyce W.; Rie, Ellen D. // Journal of Learning Disabilities;Jun/Jul1982, Vol. 15 Issue 6
Compares the performance of 18 neurocognitively impaired learning disabled (LD) children on visual abstraction to that of 20 intact learning disabled controls and 20 normal children. Abstraction Test for Children; Absence of specific deficiencies in abstraction relative to intelligence quotient...