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Strategy Mastery by At-Risk Students: Not a Simple Matter
Deshler, Donald D. Schumaker, Jean B.
Deshler, Donald D.
Schumaker, Jean B.
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Abstract
Teachers have succeeded in teaching at-risk students,
including those with learning disabilities,
to master and apply complex learning strategies.
The majority of this instruction has been provided
in resource rooms or other remedial settings
where intensive and systematic instruction
has been possible. Increasingly, teachers in regular
classrooms are being asked to provide learning
strategy instruction to diverse classes that
include students with disabilities. This expectation
presents many challenges to the classroom
teacher, including the creation of an instructional
balance between content and strategies instruction
while at the same time ensuring both the
interest and growth of all students in an academically
diverse class. In this article we review
the results of a line of programmatic research on
learning strategies instruction that has been conducted
on students with learning disabilities.
From this research, a set of instructional principles
about how to teach learning strategies to
at-risk students has emerged. These principles
and implications for teaching strategies to at-risk
students in regular classrooms are presented.
Description
This is the publisher's version, also found here: http://www.jstor.org/stable/1001966
Date
1993
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University of Chicago Press
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Citation
Deshler, Donald D. and Schumaker, Jean B.. (1993). Strategy Mastery by At-Risk Students: Not a Simple Matter. Elementary School Journal, 94, 153-167.