The Effectiveness of Modified Cognitive Strategy Instruction in Writing with Mildly Mentally Retarded Turkish Students

Abstract

This study investigated the effectiveness of Modified Cognitive Strategy Instruction in Writing (CSIW) with mildly mentally retarded students' skills in writing problem/solution texts. Participants were from two self-contained and multiage classrooms in Turkey. Instruction had a positive impact on the amount of time students spent planning and writing problem/solution texts. There was also an increase in text length, elements, coherence, and quality of students' compositions. These effects were maintained over time.

Effect of "Understand and Solve " Strategy Instruction on Mathematical Problem Solving of Students with Mild Intellectual Disabilities

“…When a subject forgot one or more of the strategy steps they could not solve the problem correctly. It is stated in the literature that the strategy teaching must be explicit (Case et al, 1992;Cassel & Reid, 1996;Doğanay-Bilgi, 2009;Graham & Harris, 2003, pp.323-324;Güzel-Özmen, 2006;Güzel-Özmen, 2011;Krawec et al, 2012;Montague & Dietz, 2009;Swanson et al, 2014). It is thought that pre- senting Understand and Solve!…”

“…Thirdly, as a feature of SRSD approach, two of the self-regulation strategies namely self-instruction (identification of the problem, directing attention and planning, strategy, self-assessment and error correction, coping with the issues and self-control, self-reinforcement) and self-monitoring were used. Lastly, procedural facilatators used in the cognitive strategy instruction were included to make the students internalize the self-instruction and teach the strategy (Doğanay-Bilgi, 2009;Englert, Raphael, & Anderson, 1992;Güzel-Özmen, 2006;Güzel-Özmen, 2011).…”

“…In process based approaches, in general, the teacher models the process to the student by thinking aloud the steps in order to teach the necessary cognitive and metacognitive strategy use during the problem solving process (Montague, 2008). The purpose with it is to have the students internalize the strategy by allowing interactional dialogs and procedural facilatators (Güzel-Özmen, 2006).…”

GO 4 it … Now!

“…Since then, several follow-up studies have added to the research base, validating the SRSD model as an effective way to improve the writing skills of students with disabilities. In addition, research on the SRSD model is supported by other studies that document the effectiveness of strategy instruction to teach written expression skills (e.g., Englert, Raphael, Anderson, Anthony, & Stevens, 1991;Guzel-Omen, 2006;Welch, 1992).…”

L’élève qui a des incapacités intellectuelles et la lecture

“…Le lecteur qui a des incapacités intellectuelles a donc une capacité de tissage limitée. Il aurait de la difficulté à établir des Volume 25, 2014 64 relations entre les idées et entre différents textes (Alfassi et al, 2009;Banikowski et Mehring, 1999;Guzel-Ozman, 2006). Comprendre un texte c'est transférer les connaissances antérieures au contexte du nouveau texte, transférer des mots lus dans un autre contexte, transférer des connaissances sur la phrase, sur les temps de verbes et sur le contexte.…”