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[Neurocognitive treatment for learning disabilities]

A Miranda-Casas¹, M Soriano-Ferrer, A Ygual-Fernández

¹Departamento de Psicología Evolutiva y de la Educación, Universidad (Estudio General) de Valencia, Españd.

Revista De Neurologia

|May 1, 1997

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This study explores a self-instructional model to boost cognitive and metacognitive strategies in students with learning disabilities (LD). The research highlights the effectiveness of tailored thinking skills programs for improved learning outcomes.

Area of Science:

Educational Psychology
Cognitive Science
Special Education

Background:

Students with learning disabilities (LD) often struggle with cognitive and metacognitive strategy development.
Effective interventions are crucial for improving academic performance and learning independence in students with LD.
Self-instructional procedures offer a promising avenue for targeted skill development.

Purpose of the Study:

To evaluate the viability of an intervention model designed to enhance cognitive and metacognitive strategies.
To discuss the efficacy of this model in interventions for students with learning disabilities (LD).
To provide guidelines for future research in teaching thinking skills.

Main Methods:

Utilized self-instructional procedures within an intervention model.

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Examined the application and results of programs implementing this model.

Focused on students diagnosed with learning disabilities (LD).

Main Results:

The intervention model demonstrated viability in developing cognitive and metacognitive strategies.
Programs based on this model showed efficiency in supporting students with LD.
Contextualizing 'teaching to think' programs is vital for success.

Conclusions:

The self-instructional intervention model is effective for enhancing cognitive and metacognitive skills in students with LD.
Future research should prioritize context-specific program design for teaching thinking.
Optimizing learning strategies is key to academic success for students with learning challenges.