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Memory Strategy Instruction with the Learning Disabled

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Cognitive Strategy Research

Part of the book series: Springer Series in Cognitive Development ((SSCOG))

Abstract

In any consideration of the various applications of memory strategy instruction in special populations, the learning disabled constitute an especially appropriate target group. Because of an uneven pattern of abilities (i.e., a specific deficit in processing letters, numbers, sounds, or word meanings, while showing normal performance in other intellectual areas), the learning-disabled child experiences repeated failure in the classroom and the learning-disabled adult suffers restricted socioeconomic opportunity. In a culture where universal literacy is expected and universal schooling is required, a person who nevertheless fails to achieve literacy is disadvantaged indeed. Moreover, the learning-disabled population contains an over-representation of minority individuals (Rosner, Abrams, Daniels, & Schiffman, 1981). In the sense that they are multiply disadvantaged, the failure of the American educational system to serve the needs of learning disabled individuals is a serious problem.

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Authors
  1. Patricia E. Worden
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Editors and Affiliations

  1. Department of Psychology, University of Western Ontario London, Ontario, Canada, N6A 5C2

    Michael Pressley

  2. Department of Educational Psychology and Wisconsin Center for Education Research, University of Wisconsin Madison, Wisconsin, 53706, USA

    Joel R. Levin

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Worden, P.E. (1983). Memory Strategy Instruction with the Learning Disabled. In: Pressley, M., Levin, J.R. (eds) Cognitive Strategy Research. Springer Series in Cognitive Development. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-5522-2_6

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  • DOI: https://doi.org/10.1007/978-1-4612-5522-2_6

  • Publisher Name: Springer, New York, NY

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