Information Processing Theory and Learning Disabilities

Swanson, H. Lee

doi:10.1177/002221948702000303

Cited by 36 publications

(24 citation statements)

References 75 publications

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“…Levin et al (1991) demonstrated that by the age of 10 to 12 years, most children perform at adult levels on tasks of executive functioning, including the WCST and a delayed alternation task, supporting the findings of earlier studies by Chelune and Baer (1986). Although it has been suggested that performance on measures of executive function is not correlated with IQ (Segalowitz, Unsal, & Dywan, 1992;Welsh et al, 1991), executive dysfunction may contribute to impaired learning skills (e.g., metacognitive skills and stepwise processing) in children with learning disabilities (Swanson, 1987). Downloaded by [University of Chicago Library] at 18:26 19 November 2014 Welsh et al (1991) identified three factors that account for executive function and appear to (¡merge at developmentally different stages.…”

supporting

confidence: 59%

Executive function in girls with turner's syndrome

Romans

Roeltgen

Kushner

et al. 1997

Developmental Neuropsychology

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supporting

confidence: 59%

Executive function in girls with turner's syndrome

Romans

Roeltgen

Kushner

et al. 1997

Developmental Neuropsychology

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“…Previous research has demonstrated executive deficits for children with RD on reading and writing tasks, including lack of awareness of necessary strategies for enhancing comprehension of text; inability to choose appropriate strategies; ineffective monitoring of strategies during reading (Cornoldi, 1990;Forrest-Pressley & Waller, 1984); and deficits in the planning, organization, and monitoring of the writing process (Englert, Raphael, Fear, & Anderson, 1988;Wong, Wong, & Blenkinsop, 1989). These observed differences in the performance of children with and without RD on academic casks may often be the consequence of differences in the underlying knowledge of the relevant subject area rather than of actual differences in strategic behavior (Ceci & Baker, 1989;Sternberg, 1985;Swanson, 1987). That is, Downloaded by [La Trobe University] at 18:21 14 June 2016 it may be easier to develop strategies in areas in which one has expertise than in areas in which one is still in the process of acquiring and mastering basic skills.…”

Section: Resultsmentioning

confidence: 99%

Do reading disabled children have planning problems?

Condor¹,

Anderson

Saling

1995

Developmental Neuropsychology

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“…Indeed, a number of information-processing models have been proposed as a means of understanding and thinking about the intervention process (e.g. Brown & Campione, 1986;Carroll, 1976;Gagne, 1985;Horton & Berfeld-MiUs, 1984;Nation & Aram, 1977;Posner & McLeod, 1982;Pressley, Goodchild, Fleet, Zajchowski, & Evans, 1987;Samuels, 1987;Swanson, 1987aSwanson, , 1987b. These models have attempted to explain those aspects of information processing that are fixed or not modifiable in the individual as well as those processes that are Downloaded by [University of Glasgow] Deshler and Lenz alterable or subject to the influence of experience or external feedback and intervention.…”

Section: The Strategies Instructional Approachmentioning

confidence: 99%

The Strategies Instructional Approach

Deshler

Lenz

1989

International Journal of Disability, Development and Education

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The Strategies Instructional ApproachOVER THE PAST ten years, various efforts to develop and validate instructional programs to train students in strategies and thinking skills have been initiated. These efforts have usually focused on either the benefits of specific strategy training or on the very general parameters of how strategy instruction should be implemented. As a result, the translation from research to practice has often resulted in educational applications that have either been removed from common academic and social tasks required for school success, or the applications have not been sufficiently intensive or specific to have a significant impact on the learning and performance of individuals with handicapping conditions. To be successful, strategies instruction must focus on both the general and specific elements of instruction within the context of a rich strategy environment Well designed strategy environments should promote, model, guide, and prompt efficient and effective learning and performance across settings for all students, not just those with learning disabilities or handicaps. This has been the primary goal of researchers involved in the creation of the Strategies Intervention Model developed at the University of Kansas Institute for Research in Learning Disabilities. The authors of this article describe how they define and view the use of strategies for instruction and explain how the basic concepts of strategies instruction have been operationalized for use in educational settings.There is a spectrum of cognitive abilities and levels of information processing that might be considered in a cognitive instructional approach for teaching students who are mildly handicapped or at-risk for school failure. Indeed, a number of information-processing models have been proposed as a means of understanding and thinking about the intervention process (e.g. Brown & ). These models have attempted to explain those aspects of information processing that are fixed or not modifiable in the individual as well as those processes that are Downloaded by [University of Glasgow] at 19:35 17 September 2013 204 Deshler and Lenzalterable or subject to the influence of experience or external feedback and intervention. In addition, these models have also attempted to identify which processes are automatic or unconscious and which processes may be generated, altered, or directed by the individual as part of the purposeful processing of information. Therefore, a major purpose of the development of various models of information processing has been to describe how learning occurs and what are the parameters governing instructional intervention for students who are dysfunctional learners.Another aspect of the work on various information-processing models has been the search for specificity in the nature of individual differences related to good and poor information-processing performance (Stanovich, 1986). That is, researchers want to know if there are specific differences in the information processing systems of indivi...

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Information Processing Theory and Learning Disabilities

Cited by 36 publications

References 75 publications

Executive function in girls with turner's syndrome

Executive function in girls with turner's syndrome

Do reading disabled children have planning problems?

The Strategies Instructional Approach

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