As discussed in Chapter 1, the metacognitive perspective has been the most influential perspective for research during the last several years. This perspective stressed the lack of involvement with the educational task in children with learning disabilities. In response to this perspective, various researchers began to develop a set of metacognitive strategies that enable the student to participate in the task in a more active fashion. Two types of metacognitive intervention strategies were developed—those that focused on an acronym representing the steps in the strategy and those that did not.
Learning strategies involving the use of acronyms to structure inner language were associated initially with Donald Deshler and his associates at the University of Kansas Learning Disabilities Institute (Boudah, Lenz, Bulgren, Schumaker, & Deshler, 2000; Deshler, 2006; Schumaker & Deshler, 2003). The strategies specified the steps for an adolescent student with learning disabilities to go through when completing specific tasks. These steps formed the basis of inner language for the student to use when completing the task. The acronym itself was to be memorized. Interest Box 11.1 presents the RIDER learning strategy. When applied in a consistent classwide or schoolwide fashion, this -learning-strategies approach can greatly enhance learning (Lenz, 2006).
Since the earliest development of strategies, a number of these strategies have been developed for various types of tasks. Strategies have been developed for reading a paragraph, completing a multiple-choice test, reading a chapter in a subject-content area, studying captions under the pictures in a secondary text, and many other specific learning tasks.
SLANT is one example of a learning strategy intended for use on a specific learning task—note-taking (Ellis, 1991). SLANT is an acronym for the steps a student should go through in effective note-taking: S—Sit up; L—Lean forward; A—Activate your thinking; N—Name key information; and T—Track the talker. The student memorizes these steps and is given repeated practice in implementing each step. Time spent on this strategy will enhance a student's note-taking skills.
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