Welcome to the InfoSci Platform
Psychoeducational Strategies in School Context to Support Students With Specific Learning Disorders in a Sample of Children Aged 6 to 16

Psychoeducational Strategies in School Context to Support Students With Specific Learning Disorders in a Sample of Children Aged 6 to 16

Giulia Binaghi, Marco Guida
Copyright: © 2022 |Pages: 22
ISBN13: 9781668436707|ISBN10: 1668436701|EISBN13: 9781668436714
DOI: 10.4018/978-1-6684-3670-7.ch027
Cite Chapter Cite Chapter

MLA

Binaghi, Giulia, and Marco Guida. "Psychoeducational Strategies in School Context to Support Students With Specific Learning Disorders in a Sample of Children Aged 6 to 16." Research Anthology on Inclusive Practices for Educators and Administrators in Special Education, edited by Information Resources Management Association, IGI Global, 2022, pp. 488-509. https://doi.org/10.4018/978-1-6684-3670-7.ch027

APA

Binaghi, G. & Guida, M. (2022). Psychoeducational Strategies in School Context to Support Students With Specific Learning Disorders in a Sample of Children Aged 6 to 16. In I. Management Association (Ed.), Research Anthology on Inclusive Practices for Educators and Administrators in Special Education (pp. 488-509). IGI Global. https://doi.org/10.4018/978-1-6684-3670-7.ch027

Chicago

Binaghi, Giulia, and Marco Guida. "Psychoeducational Strategies in School Context to Support Students With Specific Learning Disorders in a Sample of Children Aged 6 to 16." In Research Anthology on Inclusive Practices for Educators and Administrators in Special Education, edited by Information Resources Management Association, 488-509. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-3670-7.ch027

Export Reference

Mendeley
Favorite

Abstract

This chapter provides a literature review on the evidence-based practices for students with learning disabilities (LD). Selective studies include different effective teaching instructions, either for improving vocabulary knowledge or reading comprehension, and developing math problem-solving skills. Research-based practices could fill the gap between research and practice in special education within school context and could help LD students to achieve the same results as their peers. Reviewed studies were grouped in three main categories, namely (1) hetero-regulated language and reading instructions, (2) hetero-regulated math instructions, and (3) auto-regulated instructions/metacognitive strategies, about both language both reading skills. Twenty-six empirical contributions along the last two decades have been entered. With regard to reading, positive results were found on fluency vocabulary-based activities, explicit reading instruction, and contextual learning. With regard to math problems, cognitive and manual instructions were useful. Finally, the development of metacognitive strategies was found effective for any kind of LD. Limitations and psychoeducational implications of the findings will be illustrated, as well as some considerations for future research.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.