Two Interventions that Enhance the Metacognition of Students with Disabilities: Cognitive Cue Cards and Correspondence TrainingReport as inadecuate




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Kairaranga, v6 n2 p25-32 2005

This paper outlines and reviews two types of interventions used with students with learning disabilities. Cognitive cue cards are regarded as a form of cognitive intervention and correspondence training is regarded as a behavioural intervention. It is concluded that both kinds of interventions are valuable and result in improvements in the metacognitive capabilities of learners with learning disabilities. (Contains 5 figures.)

Descriptors: Intervention, Learning Disabilities, Metacognition, Cues, Program Effectiveness, Cognitive Restructuring, Behavior Modification, Academic Accommodations (Disabilities), Contingency Management, Program Descriptions, Prompting, Foreign Countries

New Zealand Ministry of Education. Available from: Massey University. Private Bag 11 222; Palmerston North 4442, New Zealand. Tel: +64-6-351-3396; Fax: +64-6-351-3472; email: kairaranga[at]massey.ac.nz; Web site: http://www.massey.ac.nz/massey/learning/departments/school-curriculum-pedagogy/kairaranga/kairaranga_home.cfm





Author: Richie, Garth

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3747&id=EJ914572







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