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Generalization and Adaptation of Learning Strategies to Natural Environments: Part 1Critical Agents
Edwin S. Ellis
Edwin S. Ellis received his PhD from the University of Kansas in 1985. He is currently investigating ways the microcomputer can be used to teach learning strategies and investigating metacognitive aspects of mildly handicapped students' pragmatic language production. He is a coauthor of a book currently being published by CEC, Effective Instruction of Mildly Handicapped Adolescents.
B. Keith Lenz
B. Keith Lenz received his PhD in 1982 from the University of Kansas. His research interests are in social skill strategies and drop-out prevention via learning strategy instruction. Dr. Lenz has also been extensively involved in training Florida learning disabilities teachers in techniques for teaching learning strategies.
Edward J. Sabornie
Edward J. Sabornie is an assistant professor in the Department of Educational Psychology at the University of South Carolina. He received his PhD in special education from the University of Virginia in 1983. His current research interests include cognitive interventions for mildly handicapped pupils, microcomputer applications in special education teacher training, and cross-categorical similarities and differences of exceptional students.
Educators have long been concerned with generalization of cognitive interventions. Typically, educators view generalization as a stage of instruction that follows acquisition of a new skill. In an effort to shed light on the problem of generalization with regard to learning strategies, this paper presents generalization as a concept that should be addressed prior to, during, and subsequent to instruction in use of a strategy. A model for generalization is described that emphasizes elements of remedial teacher-, regular teacher-, peer-, and student-mediated techniques for facilitating generalization during all phases of instruction. Studies that illustrate components of the model are reviewed, and future research needs in this area are identified. This article is the first of a two-part series.
Remedial and Special Education, Vol. 8, No. 1,
6-20 (1987)
DOI: 10.1177/074193258700800104
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