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

Rogers, Michelle; Hodge, Janie; Counts, Jennifer

doi:10.1177/0040059920946780

Cited by 15 publications

(11 citation statements)

References 14 publications

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“…It requires the search of a rule, plan or strategy, a goal to be achieved (Kafadar, 2012). In order problems to be solved, one must go through four phases, according to the model of Polya, 1957, including the a) recognition and understanding of it, b) connection of individual elements, c) implementation of a planstrategy and the d) evaluation of the solutiondiscussion (Robertson, 2017).…”

Section: Problem -Solvingmentioning

confidence: 99%

“…As a result, impairment in thought, memory, perception and learning occurs (Flynn, 2014). Such students performing lower academically, whereas facing difficulties in dealing effectively with everyday problems (Rogers, Hodge, & Counts, 2020). However, students with developed metacognition and self-awareness can develop memorization mechanisms and strategies, helping them to overcome their deficits (Trainin & Swanson, 2005;Pappas, Drigas, & Polychroni, 2018;Socratous & Ioannou, 2020).…”

Section: Introductionmentioning

confidence: 99%

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STEAM education- metacognition – Specific Learning Disabilities

2021

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Students with Specific Learning Disabilities, tend to have low academic performance because of the cognitive disorders and deficits of their working memory, as well as executing fuctions like these of processing - organizing and recalling information. Development of the Metacognitive skills, like those that presented by Drigas & Mitsea (2020), as 8 pillars of Metacognition, such as self-Awareness, self-Monitoring and Self-Regulation, helping these students recognize their weaknesses and introduce strategies and tactics will assist them to compensate their cognitive deficits, by becoming more flexible and adapt to any changes coming up, better. STEAM (Science, Technology, Engineering, Art, and Mathematics) education involves students in the education process, via a multifaceted and multi-sensory approach of to develop Meta-cognitive Skills, control the way they learn while building up the necessary knowledge, in order to secure equal academic and career opportunities. As a result, their independence and self-esteem being boosted preparing them to come up against 21st century challenges.

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Section: Problem -Solvingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

STEAM education- metacognition – Specific Learning Disabilities

2021

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“…According to Creswell [20], multiple observations over time will gain the best understanding of the research site and participants. Each time follows each step of regulated strategy development or SRSD approach as proposed by Rogers et al [21]. They are developing background knowledge, discussing the strategy, modeling the strategy, guided practice, and individual practice respectively.…”

Section: Methodsmentioning

confidence: 99%

“…However, additional information was delivered by the instructor to make the students easier to cope with the next activities. Rogers et al [21] proposes that activating background knowledge is very important to determine the beginning instruction and treat the students based on their prior knowledge and ability. All information about RRLC strategy as stated by Kettel and DeFauw [8] was informed to the students.…”

Section: Independent Practicementioning

confidence: 99%

Engaging Indonesian students in “read, reread, list, compose” strategy to enhance paraphrasing skill

2023

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One crucial skill to master by university students related to academic writing activity is paraphrasing skill. However, in Indonesian context, the university students still find paraphrasing challenging. Therefore, this study is intended to explore the use of read, reread, list, compose (RRLC) strategy to enhace the students’ paraphrasing skill in a college context. This study utilizes a qualitative case study design where the data were obtained through observation. The study revealed that RRLC stages can be implemented in learning activity. It engaged the students in activating their prior knowledge, doing an independent reading, discussing, and sharing their understanding about the text before paraphrasing. It assisted them to have better comprehension of the text to be paraphrased. In addition, during the implementation of composing stage in guided practice, the students’ paraphrased works indicated that the students were able to create sentences in different structures—active or passive constructions, use the synonyms, and retain the original meaning. These three skills helped them reduce the similiarity of their paraphrased works from the original version. This study recommends that RRLC strategy be implemented in teaching paraphrasing at college or lower level with some adjustments to meet the students’ basic English skill.

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“…Specifically, experimental randomized studies conducted worldwide have shown that students greatly benefit when teachers use SRSD writing instruction in their classroom. Explicit instruction is one of the evidence-based practices that SRSD includes (Rogers, Hodge, & Counts, 2020). SRSD breaks the teaching process into six distinct parts: (a) determine the skills needed to acquire a given strategy and assess whether students possess them, (b) introduce the particular strategy, (c) demonstrate how it is applied, (d) help students memorize the strategy's steps, scaffold them through the process, and (f) monitor students while they try using the strategy independently.…”

Section: Cognitive Strategy Writing Instructionmentioning

confidence: 99%

The Effects of a Cognitive Apprenticeship Model on the Argumentative Texts of EFL Learners

Tsiriotakis¹,

Spiliotopoulos²,

Grünke³

et al. 2021

JEL

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In the present study, a quasi-experimental pre-post test design was used to assess the effects of an argumentative writing strategy (POW+TREE) on the performance of grade five and six students of Greek origin who were learning English as a foreign language (EFL) in a Greek setting. The Self-Regulated Strategy Development (SRSD) cognitive apprenticeship model was utilized to improve the text composition skills of the students. In the experimental group (N=77), participants received instruction on general and genre-specific strategy use for planning and writing argumentative essays, on procedures to apply self-regulation (goal setting, self-monitoring, self- reinforcement, and self-instructions), and on establishing additional skills (vocabulary, grammar-drill instruction, good word choice, interesting openings etc.). The control group (N=100) was supported through a traditional curriculum in writing (focusing on spelling and grammar). Findings of the study showed that strategy instructed students wrote argumentative essays that were schematically stronger, qualitatively better, and longer than those produced by their counterparts in the control group.

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

Cited by 15 publications

References 14 publications

STEAM education- metacognition – Specific Learning Disabilities

STEAM education- metacognition – Specific Learning Disabilities

Engaging Indonesian students in “read, reread, list, compose” strategy to enhance paraphrasing skill

The Effects of a Cognitive Apprenticeship Model on the Argumentative Texts of EFL Learners

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