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Related Experiment Videos

Promoting strategic learning by postsecondary students with learning disabilities

D L Butler1

  • 1Department of Educational Psychology and Special Education, Faculty of Education, University of British Columbia, Vancouver, Canada.

Journal of Learning Disabilities
|March 1, 1995
PubMed
Summary

Strategic Content Learning (SCL) effectively improved learning for adults with learning disabilities. This intervention fostered self-regulation, enhanced metacognition, and boosted academic performance by focusing on strategic approaches rather than specific tactics.

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Area of Science:

  • Educational Psychology
  • Learning Disabilities Research
  • Adult Education

Background:

  • Students with learning disabilities often struggle with self-regulated and strategic learning in postsecondary settings.
  • Traditional interventions may focus on specific cognitive strategies, potentially overlooking the development of a broader strategic approach to learning.

Purpose of the Study:

  • To investigate the effectiveness of the Strategic Content Learning (SCL) intervention model.
  • To determine if SCL promotes self-regulated learning and strategic approaches in adults with learning disabilities.

Main Methods:

  • Employed a single-group, pre-post design with six parallel case studies.
  • Adult participants (N=6) with learning disabilities in postsecondary education received individualized support on self-selected academic tasks.

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  • The intervention focused on developing a strategic approach to learning rather than teaching specific cognitive strategies.

    • Main Results:

    • Students demonstrated improved task performance and increased metacognitive knowledge.
    • Participants showed enhanced self-efficacy perceptions and shifts in attributional patterns.
    • Evidence indicated students became more self-regulated, actively developing and modifying strategies, and transferring them across contexts.

    Conclusions:

    • The Strategic Content Learning (SCL) intervention is particularly suitable for adults with learning disabilities.
    • Findings suggest SCL effectively promotes self-regulated learning and strategic approaches in this population.
    • Implications for research and practice in supporting academic success for students with learning disabilities are discussed.