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Canadian Journal of School Psychology
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Efficacy of Cognitive Strategy-Based Instruction for Elementary Students with Learning Disabilities

A Retrospective Study

David Peat

Saanich School District 63, Saanichton, BC

Lorraine Wilgosh

University of Alberta

Robert Mulcahy

University of Alberta

The data used for this study draw on and extend the research results of a longitudinal project, the Cognitive Education Project, which evaluated the long-term impact on student performance of two cognitive education programs, the Strategies Program for Effective Learning/Thinking (SPELT, Mulcahy, Marfo, Peat, & Andrews,1987) and Instrumental Ertrichment (IE) (Feuerstein, Rand, Hoffman, & Miller, 1980). For the present study, which was a reanalysis of selected data fram the above project, results indicated that after two years of SPELT strategy-based instruction, a larger percentage of students categorized as learning disabled at pretest were no longer dassified as learning disabled three years later, as compared with the control condition. This suggests that strategy-based instruction can substantially increase students'levels of achievement, particularly when those students have learning difficulties or disabilities.

Canadian Journal of School Psychology, Vol. 12, No. 2, 135-142 (1997)
DOI: 10.1177/082957359701200210
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D. Stornelli, G. L. Flett, and P. L. Hewitt
Perfectionism, Achievement, and Affect in Children: A Comparison of Students From Gifted, Arts, and Regular Programs
Canadian Journal of School Psychology, December 1, 2009; 24(4): 267 - 283.
[Abstract] [PDF]