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ERIC Number: EJ1168865
Record Type: Journal
Publication Date: 2014
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1046-6819
Changing How We Think, Changing How We Learn: Scaffolding Executive Function Processes for Students with Learning Disabilities
Rosen, Sonia M.; Boyle, Joseph R.; Cariss, Kaitlyn; Forchelli, Gina A.
Learning Disabilities: A Multidisciplinary Journal, v20 n4 p165-176 2014
Students with learning disabilities have been reported to have difficulty in a number of different executive function processes that affect their academic performance (Singer & Bashir, 1999). Executive function difficulties for students with learning disabilities have been implicated as the reason why these students struggle with complex academic tasks such as reading, writing, and note-taking (Denckla, 2007). This mixed-methods study explored the extent to which a strategic note-taking intervention encouraged more efficient employment of executive function in middle school students with learning disabilities. This paper draws on interviews, students' notes, and pre- and post-intervention assessments to present case studies of three student participants. Results indicate that the strategic note-taking intervention served as a scaffold, opening up new pathways for struggling students to access executive functions and flexibly deploy cognitive strategies. Importantly, "how" each student did so and "what" each student learned about her/himself as a learner in the process were dependent on the specific challenges presented by her/his learning disability. These cases shed light on the potential for cognitive scaffolding to help students actively improve their own executive functioning in complex tasks such as note-taking
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A110087