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Strategy Instruction Is Often Insufficient: Addressing the Interdependency of Executive and Attributional Processes

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Intervention Research in Learning Disabilities

Abstract

For several decades, research on the amelioration of learning disabilities (LD) has focused on the training of learning and memory strategies (Ceci, 1987). The intent was to reduce or eliminate performance deficits in LD children by developing learning skills that, for many reasons, had failed to emerge as normal development would predict. Alhough this research focus met with some success (Borkowski, Johnston, & Reid, 1987), problems of strategy maintenance and generalization have remained an obstacle for in-laboratory research and its classroom applications: Learning disabled children who have acquired study strategies generally do not deploy these strategies without prompting on new tasks or with materials different from those used during training (Borkowski et al., 1987).

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Authors
  1. Andrea K. Groteluschen
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  2. John G. Borkowski
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  3. Catherine Hale
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Editor information

Editors and Affiliations

  1. Special Education, Purdue University, 47907, West Lafayette, Indiana, Canada

    Thomas E. Scruggs

  2. Faculty of Education, Simon Fraser University, V5A 1S6, Burnaby, British Columbia, Canada

    Bernice Y. L. Wong

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Groteluschen, A.K., Borkowski, J.G., Hale, C. (1990). Strategy Instruction Is Often Insufficient: Addressing the Interdependency of Executive and Attributional Processes. In: Scruggs, T.E., Wong, B.Y.L. (eds) Intervention Research in Learning Disabilities. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-3414-2_4

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  • DOI: https://doi.org/10.1007/978-1-4612-3414-2_4

  • Publisher Name: Springer, New York, NY

  • Print ISBN: 978-0-387-97280-0

  • Online ISBN: 978-1-4612-3414-2

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