Advances in Cognitive Load Theory 2019
DOI: 10.4324/9780429283895-2
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Load reduction instruction (LRI)

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Cited by 23 publications
(53 citation statements)
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“…We propose that one avenue for resolving this debate is through LRI (Pressley et al, 2003), which serves as the conceptual framework for the present study. Instead of privileging one approach over another, educational psychologists frame LRI as a continuum that responds to the cognitive demands of learning by encompassing both direct and constructivist approaches to instruction (Kirschner et al, 2006; Martin, 2016; Mayer, 2003; Mercer et al, 1996). Cognitive load theory suggests that, to decrease cognitive load, instruction for students with LD should be direct and explicit.…”
Section: Literature Reviewmentioning
confidence: 99%
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“…We propose that one avenue for resolving this debate is through LRI (Pressley et al, 2003), which serves as the conceptual framework for the present study. Instead of privileging one approach over another, educational psychologists frame LRI as a continuum that responds to the cognitive demands of learning by encompassing both direct and constructivist approaches to instruction (Kirschner et al, 2006; Martin, 2016; Mayer, 2003; Mercer et al, 1996). Cognitive load theory suggests that, to decrease cognitive load, instruction for students with LD should be direct and explicit.…”
Section: Literature Reviewmentioning
confidence: 99%
“…This includes using a set of sequentially ordered teaching skills, routines, and strategies to structure learning, aid in recall and retention, and make the implicit explicit (Archer & Hughes, 2011; Rosenshine, 1997; Watkins & Slocum, 2003). By providing direct and explicit instruction, teachers reduce cognitive load, avoid overburdening the working memory, and facilitate productive interactions between long-term memory and working memory (Barrouillet et al, 2004; Martin, 2016; Mayer, 2003; Sweller, 2012). This type of direct, explicit instruction enables knowledge to be encoded in long-term memory where it can then be applied, transferred, and generalized to more complex problems (Martin, 2016).…”
Section: Literature Reviewmentioning
confidence: 99%
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