title: Instructing adolescents with learning disabilities: converting a meta-analysis to practice.
abstract: A previous meta-analysis indicated that eight instructional factors--Questioning, Sequencing and Segmentation, Skill Modeling, Organization and Explicit Practice, Small-Group Setting, Indirect Teacher Activities (e.g., homework), Technology, and Scaffolding-captured the majority of successful intervention programs for adolescents with learning disabilities (LD). Most important was the Organization/Explicit factor, which contributed significant variance (16%) to effect size. This factor included two important instructional components: advance organization and explicit practice. In this article, we convert these findings into practical guidelines to direct instructional practice.
authors.affiliation: Graduate School of Education, University of California, Riverside 92521-0128, USA.
authors.forename: H Lee
authors.initials: HL
authors.lastname: Swanson
authors.forename: Donald
authors.initials: D
authors.lastname: Deshler
mesh_terms: D000293:Adolescent; D000294:Adolescent Behavior; D017408:Guidelines as Topic; D006801:Humans; D007859:Learning Disabilities / Q000534:rehabilitation*; D017145:Models, Educational; D012073:Remedial Teaching / Q000379:methods*