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  • Title: Integrative strategy instruction: a potential model for teaching content area subjects to adolescents with learning disabilities.
    Author: Ellis ES.
    Journal: J Learn Disabil; 1993; 26(6):358-83, 398. PubMed ID: 8354940.
    Abstract:
    In part because learning strategies are often taught in isolated resource settings outside of the contexts in which students with learning disabilities are expected to apply this knowledge, generalization has been a significant challenge to educators. To address this problem, an instructional model is proposed for integrating cognitive strategy instruction and content area instruction when teaching students in content area classes. Teacher-directed instructional procedures, cooperative learning, and direct explanation and dialectical strategy instruction are integrated into four key instructional processes: orienting, framing, applying, and extending. In this model, teacher-mediated instructional devices and routines used to teach content area subjects serve as a basis for teaching students to self-mediate parallel cognitive strategies and processes. The model is discussed in terms of its theoretical and philosophical orientations as manifested in its knowledge and instructional bases. A scenario is provided that depicts a social studies teacher implementing many of the principles and methods associated with the model.
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