Students who present with learning disabilities often experience difficulty with writing. These difficulties result from limitations in terms of writing strategies, skills, and knowledge, and in motivation (Graham, Harris, & McKeown, 2013). The Self-Regulated Strategy Development (SRSD) approach is based on what has been learned about students with learning disabilities and other students in difficulty (Harris, 1982). The goal is to teach the strategies, skills, and knowledge that students need in order to write, while supporting them to be motivated, with the overall goal of improving their written production. Taking the specific needs of each student into account is central to this approach. It can be used with an entire class, small groups, and individual students, from Grade 2 to secondary school.
Cognitive load is a topic that is linked with working memory; it refers to the limited capacity of our working memory system and how different types of tasks vary in the amount of attention required to be successfully carried out.
Summarized by Cindy Perras, M.Ed., OCT Educational Consultant, LDAO "Efficient learners use metacognitive strategies but students with learning disabilities tend to lack the skills to direct their own learning. However, once they learn the metacognitive strategies that efficient learners use, students with learning disabilities can apply them in many situations.” (Lerner and Kline, 2006, p. [...]
Mnemonic instruction is a set of strategies designed to help students improve their memory of new information. Mnemonics instruction links new information to prior knowledge through the use of visual and/or acoustic cues.
by Nicole Lauzon, OCT, Educational Consultant, LDAO Description A graphic organizer, also known as a knowledge map, concept map, story map, cognitive organizer, advance organizer, or concept diagram, is a communication tool that uses visual symbols to express knowledge, concepts, thoughts, or ideas. Graphic organizers guide learners’ thinking as they fill in and build upon [...]