Conceptual and Educational Implications of the Use of Efficient Task Strategies by Learning Disabled Children

Torgesen, Joseph K.

doi:10.1177/002221948001300704

Cited by 108 publications

(40 citation statements)

References 20 publications

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“…Since students with learning disabilities have been characterized as passive learners who fail to use reading strategies spontaneously (Hallahan, Kauffman, & Lloyd, 1996;Torgesen, 1980) strategy instruction can be an appropriate method of addressing the higher-level reading skills of students with learning disabilities. Not only is strategy instruction appropriate, it is also effective.…”

mentioning

confidence: 99%

Can Middle School Students with Serious Reading Difficulties Help Each Other and Learn Anything?

Mastropieri

Scruggs

Mohler

et al. 2001

Learn Disabil Res Pract

117

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This investigation was intended to examine the effects of teaching middle school students with learning disabilities and mild mental retardation to tutor one another in reading comprehension strategies. All students were reading significantly below grade level and many students exhibited behavior problems in addition to their primary disability area. Students were randomly assigned to a tutoring or traditional reading instruction condition. Within the tutoring condition, students were matched into tutoring dyads, trained in the tutoring procedures, and taught specific reading comprehension strategies. Reciprocal tutoring was employed, such that students assumed roles of both tutor and tutee during daily reading periods. Performance on reading comprehension tests following tutoring yielded significant performance advantages for students involved in tutoring. Observational, survey, and interview data revealed that students enjoyed tutoring more than their traditional instruction, appeared to see the value and benefits of the tutoring, and wanted to include tutoring as part of their other classes, such as science and social studies. Findings are discussed with respect to the strengths and challenges associated with the use of tutoring to provide strategic instruction to students with special learning needs.

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mentioning

confidence: 99%

Can Middle School Students with Serious Reading Difficulties Help Each Other and Learn Anything?

Mastropieri

Scruggs

Mohler

et al. 2001

Learn Disabil Res Pract

117

View full text Add to dashboard Cite

show abstract

“…Learning disabled children and youth demonstrate a marked inability to perform efficiently on tasks that require reasoning and problem solving ability (Becker, Bender, and Morrison, 1978;Cawley et al, 1979;Havertape and Kass, 1978;Robson, 1977;Torgesen, 1980). Cawley et al (1979, p. 25) emphasized the need for programmatic reform in the area of mathematical verbal problem solving for the learning disabled.…”

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confidence: 99%

The Effect of Cognitive Strategy Training on Verbal Math Problem Solving Performance of Learning Disabled Adolescents

Montague¹,

Bos²

1986

J Learn Disabil

106

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This study investigated the effect of an eight-step cognitive strategy on verbal math problem solving performance of six learning disabled adolescents. The cognitive strategy was designed to enable students to read, understand, carry out, and check verbal math problems that are encountered in the general math curriculum at the secondary level. Conditions of the multiple baseline desing included baseline, treatment, generalization, maintenance, and retraining. During treatment, students received strategy acquisition training, strategy application practice, and testing. Visual analysis of the data indicated this eight-step cognitive strategy to be an effective intervention for this sample of students who had deficits in verbal math problem solving. Overall, the students demonstrated impoved performance on twostep verbal math problems. Maintenance and generalization of the strategy were evident. This study has implications for an alternative teaching methodology that focuses on cognitive strategy training to improve the verbal math problem solving of learning disabled students.

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“…Demonstrated deficiencies in self-concept (Black, 1974;Coleman, 1983;Hiebert, Wong, & Hunter, 1982) and internal locus of control (Chapman & Boersma, 1979;Hallahan et al, 1978) reinforce the characterization of a learner who is uninvolved with the educational demands of the task. Finally, studies on attention and learning strategies suggest that students with learning disabilities do not develop the metacognitive strategies necessary to accomplish the task at hand (Hallahan et al, 1978;Torgesen, 1980).…”

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confidence: 99%

Behavioral Indicators of Temperament and Personality in the Inactive Learner

Bender

1987

J Learn Disabil

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Temperament, self-concept, and locus of control were compared for 38 children with learning disabilities and a comparsion group of matched peers in order to validate the "inactive learner" characterization of disabled students. A multivariate difference was demonstrated with specific univariate effects in task orientation and social flexibilitytwo temperament factors and two self-concept subscales. Results were interpreted as partially supporting the characterization of disabled students as uninvolved and inactive in the learning situation. Recommendations for additional research are included.

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Conceptual and Educational Implications of the Use of Efficient Task Strategies by Learning Disabled Children

Cited by 108 publications

References 20 publications

Can Middle School Students with Serious Reading Difficulties Help Each Other and Learn Anything?

Can Middle School Students with Serious Reading Difficulties Help Each Other and Learn Anything?

The Effect of Cognitive Strategy Training on Verbal Math Problem Solving Performance of Learning Disabled Adolescents

Behavioral Indicators of Temperament and Personality in the Inactive Learner

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