This critique of Edwin Ellis' model for integrative strategy instruction for adolescents with learning disabilities comments on the feasibility of the model in the public school context, the completeness of the model in considering elements of classroom ecology, internal integrity or consistency, evaluation of student assessment, and evaluation of…

This introduction to a series of articles on the scaffolding metaphor in learning disabilities research introduces each article and raises two main concerns: the lack of careful delineation of how scaffolding becomes operational in research studies and constraints in the use of scaffolding arising from communication problems. (DB)

This commentary on C. Addison Stone's paper on the scaffolding metaphor for the learning disabilities field concludes that the scaffolding metaphor is fundamentally flawed. The author proposes an alternative model, Strategic Content Learning, which is seen as more successfully promoting correspondence between instructional activities and the…

This response by the original author to six commentaries on his paper concerning the scaffolding metaphor for learning disabilities highlights common themes (such as the basic dynamics of meaningful learning) and revisits arguments for and against the utility of the metaphor. Suggestions for broadening the metaphor to address related issues such…

This critique of Edwin Ellis's Integrative Strategy Instruction model for integrating cognitive strategies into content area learning for students with learning disabilities comments on the model's similarities to other cognitive strategy training models, the role of mnemonic techniques in content area learning, and the need to incorporate…

This commentary on C. Addison Stone's paper on scaffolding for the learning disabilities field suggests that many current applications prevent rather than encourage transfer of responsibility to students for learning and task accomplishment and that current practices in many schools may result in "reverse-scaffolding". (DB)

This commentary on C. Addison Stone's paper on the scaffolding metaphor for the learning disabilities field urges that all available literature, rather than a particular metaphor, should be used to evaluate the efficacy of instructional procedures in interpreting findings of instructional research. (Author/DB)

This commentary on Edwin Ellis' model of integrative strategy instruction for use with students with learning disabilities argues the need for systematic investigations of the multiple facets of the program. The ISI model is examined in terms of the eight principles of strategy instruction outlined by H.L. Swanson. (JDD)

This paper suggests that Edwin Ellis' model for integrative strategy instruction, as applied to teaching adolescents with learning disabilities, requires further development in two areas: (1) the issue of what constitutes a thorough and valid educational model, and (2) the issue of how educational change can be successfully implemented. (JDD)

This commentary on C. Addison Stone's paper on the scaffolding metaphor for the learning disabilities field identifies issues in the metaphor's use and concludes that effective special education has been inhibited by isolation of interventions from theory and by the way teacher education is structured. Use of the scaffolding metaphor to refocus…

This critical analysis of the scaffolding metaphor for the field of learning disabilities first reviews the origins and early applications of the metaphor and criticisms of the metaphor raised by others. It proposes an enriched version of the metaphor which emphasizes the communicational dynamics and conceptual reorganization involved in…

This paper comments on the Integrative Strategy Instruction Model, the Strategies Intervention Model, the Content Enhancement Model, and Process-Based Instruction, concluding that such integrative models are appealing because they draw teachers of students with learning disabilities away from strategy training in nonauthentic settings and from…

This commentary on Edwin Ellis' model of integrative strategy instruction for students with learning disabilities points out that the model holds considerable promise. However, the model necessitates that teachers be trained to assess student cognition using multiple methods and that content area teachers think in new ways about their instruction…