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Promoting Strategic Learning by Postsecondary Students with Learning Disabilities
Abstract
The research described here investigated the effectiveness of an intervention model designed to promote self-regulated and strategic learning: Strategic Content Learning (SCL). In SCL, rather that focusing on teaching students specific cognitive strategies, instruction focuses on supporting students to develop a strategic approach to learning. The study comprised six parallel case studies embedded within a single-group, pre-post design. Each student chose a task of importance to current or future academic work, and individualized support was provided on those tasks. Participants were adults with learning disabilities (5 women and 1 man, ages 18 to 36 years) enrolled in postsecondary education programs. Results indicated, that students' task performance improved. Additionally, gains in metacognitive knowledge about tasks and strategies, increased perceptions of self-efficacy, and shifts in attributional patterns were observed. Most critically, the evidence suggested that students became more self-regulated in their learning: They were active in developing and modifying strategies, they transferred strategies across contexts, and they began to attack noninstructed tasks strategically. The particular suitability of SCL as an intervention for adults with learning disabilities is described, and implications of the findings for research and practice are discussed.
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“Such interventions were reported in three reviews (Anderson et al., 2019; Hock, 2012; Zeng et al., 2018) documenting promising outcomes, such as improvement and maintenance of grade point average (GPA) (Allsopp et al., 2005), improved writing abilities and metacognitive knowledge about writing tasks (Butler, 1995; Butler et al., 2000), ability to identify and recall information (Cooper et al., 201”
From A rapid review of supports for neurodivergent students in higher education. Implications for research and practice (2024) · cites this paper as Butler, 1995
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Feedback and Self-Regulated Learning: A Theoretical Synthesis
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Self-citation
Metadata
- Authors
- Butler, D. L.
- Affiliations
- University of British Columbia (CA)
- Corresponding author
- Butler, Deborah L.
- ORCID
- Butler, Deborah L.
- Venue
- Journal of Learning Disabilities
- Publisher
- SAGE Publications
- Published
- 1995-03
- Volume
- 28
- Issue
- 3
- Pages
- 170-190
- ISSN
- 0022-2194 (ISSN-L)
- 1538-4780
- OpenAlex
- W2103528355
- Cited by
- 106
- References
- 54
- Citations by year
- 2024: 4 · 2023: 1 · 2022: 2 · 2021: 1 · 2020: 4 · 2019: 3 · 2018: 3 · 2017: 6 · 2016: 3 · 2015: 8 · 2014: 2 · 2013: 5 · 2012: 3
- FWCI
- 10.68
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Learning Disabilities (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Education › Disability Education and Employment
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Keywords
- learning disabilities, postsecondary students, student self-regulation, strategic learning, metacognition, self-efficacy, strategy transfer, individualized support, adult learners
- MeSH terms
- Adolescent, Adult, Female, Humans, Learning, Learning Disabilities, Male, Students, Task Performance and Analysis, Teaching
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