REASONING AND REMEMBERING - COACHING STUDENTS WITH LEARNING-DISABILITIES TO THINK

This investigation assessed the effectiveness of coaching active reaso ning of students with learning disabilities. Sixty-three fourth- and f ifth-grade students with learning disabilities were assigned at random to one of three treatment conditions: coaching, provided explanation, or no explanation control. In the coaching condition, students were p rovided factual information followed by a sequence of questions design ed to help them construct explanations for the information. In the pro vided explanation condition, students were concurrently provided both the factual information and the associated explanations. Students in t he no explanation control condition received only the target informati on. Results indicated that students in the coaching condition outperfo rmed students in the two comparison conditions on immediate and 1-week delayed tests of both factual information and explanations. Further, it was found that a variety of levels of coaching support was required to lead students to construct their own explanations. Implications fo r future research and instruction for students with learning disabilit ies are discussed.