Abstract
An important by-product of the cognitive revolution in education and psychology has been the application of cognitive instructional procedures to a wide range of problems experienced by children. These approaches have been used to help children deal with anger, aggression, anxiety, depression, hyperactivity, impulsivity, chronic illness, and interpersonal relations (see Hughes & Hall, 1989; Kendall, 1991). There has also been considerable interest in the role of cognitive strategy instruction in academic learning, particularly in terms of promoting the academic progress of students with severe learning problems. Entire issues of special education journals have been devoted to this topic (e.g., October, 1986 Exceptional Children; Winter, 1989 Learning Disability Quarterly), and studies on strategy instruction are common fare in journals within the field of learning disabilities (LD). Enough research has been undertaken so that at least one group of investigators has developed and marketed a strategy-based curriculum (cf. Deshler & Schumaker, 1986).
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Graham, S., Harris, K.R. (1994). Cognitive Strategy Instruction: Methodological Issues and Guidelines in Conducting Research. In: Vaughn, S., Bos, C.S. (eds) Research Issues in Learning Disabilities. Springer, New York, NY. https://doi.org/10.1007/978-1-4613-8345-1_8
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DOI: https://doi.org/10.1007/978-1-4613-8345-1_8
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