Improving Students with Learning Disabilities Ability to Acquire and Generalize a Vocabulary Learning Strategy

Authors

  • Sue Spencer
  • Kent Logan

Abstract

This study examined the effects of providing explicit metacognitive instruction prior to cognitive strategy instruction on students' with learning disabilities ability to generalize a vocabulary strategy learned in a special education setting to a general education setting. The subjects were eight elementary school students with learning disabilities in grades 3, 4, and 5. The students were divided into two groups. Students in Group 1 received metacognitive instruction prior to their receiving instruction in The LINCS Vocabulary Strategy. Students in Group 2 were taught only The LINCS Vocabulary Strategy. Results showed greater increases in generalization of strategic knowledge for students in Group 1when compared to students in Group 2.

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Issue

Vol. 13 No. 3 (2004)

Section

Articles

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