Socioemotional Coping and Cognitive Processes in Training Learning-Disabled Children

Vauras, Marja; Lehtinen, Erno; Kinnunen, Riitta; Salonen, Pekka

doi:10.1007/978-1-4612-2786-1_10

Cited by 7 publications

(7 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…According to studies by developmental psycho ogists, the growth of metacognitive activity is a significant dimension of evolving cognitive skills from childhood onward. Many intervention programs have been made to teach students to plan, implement, and evaluate strategic approaches to learning reading and problem solving (e.g., Montague, 1992;Paris & aka, 1989;Vauras, Lehtinen, Kinnunen, & Salonen, 1992). According to Ellis (1993), the interactive strategy instruction model provides teachers with a set of instructional routines and devices that enhance students' understanding and remembering of subject matter in a given content area, as well as improving their performance on academic tasks.…”

Section: Aimingfor Expert-like Strategiesmentioning

confidence: 99%

“…The results demonstrate the development of self-generated cognitive and metacognitive strategies in writing, knowledge acquisition and mathematical problem solving. Vauras et al (1992) planned an intervention aimed at increasing understanding of the systemic mechanisms that maintain inadequate cognitive and coping activities in learning-disabled children. The program aimed to develop children's socioemotional coping and cognitive strategies by using interactive instructional methods that promote learning, such as modelling, coaching, articulation and scaffolding.…”

Section: Metacognitive Strategy Instructionmentioning

confidence: 99%

“…However, despite successful results that led to an increase in students' metacognitive awereness, there have been difficulties achieving satisfactory transfer and generalization of cognitive strategies. According to Vauras et al (1992), difficulties found in transfer could be partially resolved by including motivational and socioemotional coping aspects into strategy training programs. Too little is yet known about the dynamics of cognitive and motivational processes in learning-teaching interactions.…”

Section: Metacognitive Strategy Instructionmentioning

confidence: 99%

See 2 more Smart Citations

New models of teacher-student interaction: A critical review

Järvelä

1996

Eur J Psychol Educ

View full text Add to dashboard Cite

The two instructional models, cognitive apprenticeship and reciprocal teaching, introduced in this article, have attracted wide attention among researchers. Although many empirical experiments using these models have been carried out in different settings with good results, there is still no evidence about the situational conditions or the ability a/the individual students to benefit from different methods. In this article empirical experiments based on these two models are reviewed and critically evaluated in an attempt to determine whether the main principies of the models applied to the practice fulfill the general theoretical expectations upon which they are based. IntroductionCriticism of present-day education emphasizes the fact that the higher order cognitive skills such as learning and thinking strategies, problem solving skills and well-organized complex structures of knowledge are not adequately developed by the conventional forms of teaching (Brandsford & Vye, 1989; Resnick, 1989). It has also been suggested that traditional teaching in schools has not always been able to develop knowledge and skills which students could apply outside of school situations (Brown, Collins, & Duguid, 1989). Many studies have demonstrated that knowledge acquired at school remains bound to the surface features of problems as they appear in textbooks and classroom presentations. While schools have been successful in conveying large bodies of unorganized conceptual and factual knowledge as well as mechanical algorithmic skills, too little attention is paid to the processes that experts engage in to acquire or to use their knowledge in carrying out complex or realistic tasks. Paying attention to the previous considerations, the goal of this article is to focus on new cognitive models of teacher-student interaction. The specific purpose is to introduce the theoretical principles of the models.veview experiments involving new models in order to show the ways of implementing them, and to evaluate whether the methods applied in practice fulfill the theoretical expectations on which they are based. Developing the new models of teacher-student interaction: Theoretical assumptions Learning theory based viewsRecent work on the application of cognitive psychology and sociocultural approach on learning and development has produced new concepts in the study of instruction. Cognitive

show abstract

Section: Aimingfor Expert-like Strategiesmentioning

confidence: 99%

Section: Metacognitive Strategy Instructionmentioning

confidence: 99%

Section: Metacognitive Strategy Instructionmentioning

confidence: 99%

See 1 more Smart Citation

New models of teacher-student interaction: A critical review

Järvelä

1996

Eur J Psychol Educ

View full text Add to dashboard Cite

show abstract

“…Our earlier study (Vauras, Lehtinen, Kinnunen, & Salonen, 1992) on the situational and developmental dynamics of coping and text comprehension processes during an intervention program indicated that non-task-oriented, especially ego-defensive, coping behaviour severely interferes with LD children's ability to benefit from cognitive strategy instruction. Moreover, the level of interference increased with gradually growing instructional demands for independent functioning (V auras, Salonen, & Naskali, 1992).…”

Section: Introductionmentioning

confidence: 99%

The development of first graders' reading skill as a function of pre-school motivational orientation and phonemic awareness

1998

Self Cite

View full text Add to dashboard Cite

This study examined the development of reading skill during the first school year. The predictors were pre-school motivational orientations, coping tendencies, knowledge of the alphabet and phonemic awareness. From 151 pre-school children (6 years of age) rated by pre-school teachers on motivational orientations, 32 non--readers were allocated according to their dominating motivational disposition to one of the following extreme groups: task orientation, social dependence, ego-defensive, and multiple non-task-oriented. Each group included 8 children. The subjects' phonemic awareness and knowledge of the alphabet were assessed. Coping strategies were observed in pre-school during a play-like construction task comprising three induced pressure episodes. At the end of the first grade the children were assessed on word reading skill and again on motivational orientation. Both group comparisons and idiographic analyses were made. Results indicated that pre-school phonemic awareness was associated with first grade word reading skill. Rated task orientation in pre-school enhanced significantly the prediction offluent word reading. Task-oriented children showed significantly better word reading skill than ego-defensive or multiple non-task-oriented children. Ego-defensive and multiple non-task-oriented subjects showed significantly less task oriented, and more ego-defensive, coping behaviour under pressure than task-oriented subjects. Thisfinding suggests greater vulnerability of ego-defensive and multiple non-task-oriented children which may contribute to diverging reading careers. Idiographic analyses indicated parallel developmental changes in reading skill, motivational orientations and coping patterns confirming the role of motivation in theformation ofan individual's reading career.The authors wish to thank the heads, teachers and childrenof fourteen kindergartens and four primary schools in Turku, Finland,who unfortunately must remain anonymous. 156

show abstract

“…More recent studies still confirm these earlier observations. Classroom observations by HamSlainen and Lehtinen (1989) showed that primary school teachers typically engaged in question-and-answer interactions with children with no explicit instruction to support constructive, meaning-oriented learning (see also Vauras, Lehtinen, Kinnunen, & Salonen, 1992). Kurtz, Schneider, and Carr (1989) found that teachers rarely employed strategy or metacognition instruction, though young, less experienced teachers were more likely to teach strategies such as identification of main ideas, underlining and note-taking, indicating the increased awareness of the need for instruction in information processing (see also Carr, Kurtz, Schneider, Turner & Borkowski, 1989).…”

Section: Discussionmentioning

confidence: 99%

Development of Text-Processing Skills in High-, Average-, and Low-Achieving Primary School Children

Vauras

Kinnunen

Kuusela

1994

Journal of Reading Behavior

Self Cite

View full text Add to dashboard Cite

This longitudinal study is focused on the development of learning strategies in low-, average-, and high-achieving children from third to fifth grade (i.e., from age 9-10 to age 11-12). Children's comprehension and learning of expository texts were examined on micro-, local-, and global-level processing skills. The aims were to provide a characterization of individual differences in learning strategies, and to depict the development of text learning skills over a critical 2-year period, when children are expected to master basic reading skills and to develop text comprehension skills. The results supported the prediction of gradual increase in higher level processing skills with age. Even though this development was evident also in micro-level processes, the most critical development from age 9 onward took place in local-and global-level processing. However, developmental patterns were dependent on the initial skill and achievement level of a child. Clear progression could be found in average-and high-achieving students' local-and global-level coherence processes and learning strategies. This development was most striking in the extreme group of top-achievers, whereas lowachieving children's skills evidenced slow progression and, compared to others, even relative regression. The same developmental patterns were found in students' grade-point-averages.The present study aimed at examining the development of text-processing skills in low-, average-, and high-achieving primary school children from third to fifth grade within a longitudinal research paradigm. Children's comprehension and learning of expository texts were examined on three levels: micro-, local-and global-361

show abstract

Socioemotional Coping and Cognitive Processes in Training Learning-Disabled Children

Cited by 7 publications

References 36 publications

New models of teacher-student interaction: A critical review

New models of teacher-student interaction: A critical review

The development of first graders' reading skill as a function of pre-school motivational orientation and phonemic awareness

Development of Text-Processing Skills in High-, Average-, and Low-Achieving Primary School Children

Contact Info

Product

Resources

About