NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ786221
Record Type: Journal
Publication Date: 2008
Pages: 8
Abstractor: Author
Reference Count: 19
ISSN: ISSN-0731-9487
Self-Regulation Strategies to Improve Mathematical Problem Solving for Students with Learning Disabilities
Montague, Marjorie
Learning Disability Quarterly, v31 n1 p37-44 Win 2008
This article provides a review of research in cognitive strategy instruction for improving mathematical problem solving for students with learning disabilities (LD). The particular focus is on one of the salient components of this instructional approach--self-regulation. Seven studies utilizing this approach for teaching problem solving to students with LD were previously evaluated to determine its status as evidence-based practice. The results of this evaluation are described, and the self-regulation component embedded in the cognitive routine for each of the studies is presented. The article concludes with a discussion of several principles associated with research and practice in strategy instruction and some practical considerations for implementation in schools. (Contains 1 figure.)
Council for Learning Disabilities. P.O. Box 4014, Leesburg, VA 20177. Tel: 571-258-1010; Fax: 571-258-1011; Web site:
Publication Type: Information Analyses; Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A