Structuring Instruction to Promote Self-Regulated Learning by Adolescents and Adults With Learning Disabilities

• Published in: Exceptionality : the official journal of the Division for Research of the Council for Exceptional Children Vol. 11; no. 1; pp. 39 - 60
• Main Author: Butler, Deborah L.
• Format: Journal Article
• Language: English
• Published: Lawrence Erlbaum Associates, Inc 01.03.2003
• Subjects: Adult Education; Cognitive Restructuring; Constructivism (Learning); Learning Disabilities; Metacognition; Postsecondary Education; Program Effectiveness; Secondary Education; Self Concept; Self Management; Teaching Methods; Teaching Models
• ISSN: 0936-2835; 1532-7035
• DOI: 10.1207/S15327035EX1101_4

When alternative models for teaching strategies for academic tasks such as reading, studying, writing, and math are compared, certain common pedagogical activities stand out as central to effective instruction. For example, in empirically validated models, instruction is contextualized in meaningful work, long term, explicit, and interactive. At the same time, in devising models, researchers draw on different theoretical assumptions to justify instructional practices, and, correspondingly, the models vary in the degree to which direct instruction of strategies is emphasized. In this article, I describe 1 strategies-training model-strategic content learning (SCL)-that integrates cognitive-behavioral, sociocultural, and constructivist learning theories as a way to shift focus away from the direct instruction of predefined strategies. The article begins with a description of the theoretical rationale for SCL. This description is followed by a review of research documenting SCL efficacy for postsecondary students with learning disabilities. Next, a naturalistic, multischool study at the secondary level is described, and preliminary findings are outlined. Finally, conclusions focus on defining theoretical issues in need of further research.