title: Integrative strategy instruction: a potential model for teaching content area subjects to adolescents with learning disabilities.
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.
authors.affiliation: University of Alabama, Area of Special Education, Tuscaloosa 35487-0231.
authors.forename: E S
authors.initials: ES
authors.lastname: Ellis
mesh_terms: D000293:Adolescent; D003210:Concept Formation; D003479:Curriculum; D004519:Education, Special / Q000379:methods*; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology / Q000628:therapy*; D008297:Male; D008606:Mental Processes; D011939:Mental Recall; D011340:Problem Solving