Does Cognitively Focused Instruction Improve the Academic Performance of Low-Achieving Students?

Autor/inn/en	Kearns, Devin M.; Fuchs, Douglas
Titel	Does Cognitively Focused Instruction Improve the Academic Performance of Low-Achieving Students?
Quelle	In: Exceptional Children, 79 (2013) 3, S.263-290 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
Schlagwörter	Academic Achievement; Low Achievement; Teaching Methods; Cognitive Processes; Databases; Periodicals; Research Reports; Instructional Effectiveness; Intervention; Learning Disabilities; Response to Intervention; Coding; Effect Size; Visual Stimuli; Dyslexia; Attention Deficit Hyperactivity Disorder; Memory; Metacognition; Motor Reactions; Reading Tests; Gray Oral Reading Test; Burt Word Reading Test; Stanford Diagnostic Reading Test; Wechsler Individual Achievement Test; Wechsler Intelligence Scale for Children; Wide Range Achievement Test; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Schulleistung; Unterdurchschnittliche Leistung; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive process; Kognitiver Prozess; Datenbank; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Research report; Forschungsbericht; Unterrichtserfolg; Learning handicap; Lernbehinderung; Codierung; Programmierung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Gedächtnis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lesetest; WIAT; Eignungsprüfung; Eignungstest
Abstract	Stakeholders are debating the value of cognitively focused instruction for students who have not benefited from a skills-based approach. Much of the discussion, however, is occurring without recognition of research that has been conducted in the past 2 decades. In this article, we reviewed the research. Electronic databases and hard copies of scholarly journals were searched; 239 references were identified; and 50 pertinent studies were analyzed to determine the effects of cognitively focused instruction--delivered alone or in combination with academic instruction--on students described as demonstrating poor academic achievement, learning disabilities, or specific cognitive deficits. Findings suggest that several cognitive interventions accelerated low-achieving students' academic progress. Nevertheless, when the research is taken as a whole--when the pertinent studies and the interventions they describe are considered with regard to their content, quality, and results--we conclude that it does not support the use of cognitively focused instruction at this time. Implications for future research are discussed. (Contains 3 tables.) (As Provided).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10