Developing study, organization, and management strategies for adolescents with language disabilities.
Developing strategies for learning is important for all individuals, but even more so for students who have difficulty learning and processing information. Because many students with language disabilities have not developed a repertoire of such strategies or do not actively apply the strategies they know, direct instruction in this area is imperative. It is also important that any strategy taught is functional, easily and directly applied to present learning situations, and easy to generalize. Determining the variables in a learning situation (the script) should provide appropriate choices and direction for strategic teaching and learning. The acquisition of strategies involves direct, explicit teaching and requires time for modeling, practice, and discussion. Using a cognitive strategy model is critical because it supports the later use and generalization of strategies, but it is important to explore various models for strategy instruction and to work collaboratively with students and teachers. The SLP can provide direct instruction, consultation, or training, or can facilitate a collaborative model among professionals. In so doing, her impact may reach throughout a life, because learning strategies are life strategies, and if learned they are tools forever.
Bray
C M
CM
University of Maine-Orono, Portland, USA.
D000293:Adolescent; D006801:Humans; D007806:Language Disorders / Q000628:therapy*; D007808:Language Therapy; D007858:Learning; D013663:Teaching