Direct Teaching, Strategy Instruction, and Strategy Instruction With Explicit Self-Regulation

Effects on the Composition Skills and Self-Efficacy of Students With Learning Disabilities

Richard J. Sawyer, Stephen Graham, Karen Harris

Research output: Contribution to journalArticle

138 Citations (Scopus)

Abstract

This study extends previous research on components of effective strategy instruction operationalized in an approach referred to as self-regulated strategy development (SRSD). Comparisons were made among learning-disabled students in 4 conditions (SRSD, SRSD without goal setting and self-monitoring, direct teaching, and practice control) at posttest, generalization, and 2 maintenance probes. Normally achieving (NA) peers constituted a social validation condition. Full SRSD resulted in significantly greater schematic structure scores at generalization as compared with the other instructional conditions. At posttest, both SRSD conditions resulted in significantly greater schematic structure scores as compared with the practice control condition. Comparisons with NA peers indicated that all instructional conditions had a meaningful effect. No differences among conditions were found for self-efficacy.

Original languageEnglish (US)
Pages (from-to)340-352
Number of pages13
JournalJournal of Educational Psychology
Volume84
Issue number3
StatePublished - Sep 1992
Externally publishedYes

Fingerprint

Learning Disorders
Social Conditions
Self Efficacy
teaching strategy
self-regulation
learning disability
development strategy
self-efficacy
Teaching
Maintenance
Learning
Students
instruction
Research
student
Self-Control
monitoring
learning

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

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