Does Theory Guide Teaching Practice?

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Abstract
In the last several years, variations of the information processing model (i.e., cognitive strategies) have been a major theoretical force in the field of learning disabilities. The purpose of this study was to determine the extent to which such a model guides instructional practice. Results showed that (a) strategy and metacognitive instruction is infrequent in teacher-child interactions, (b) a behavioral paradigm captures most teacher-child interactions, (c) what teachers say and do is discrepant, and (d) learning disability teachers have more frequent verbal questions and directives toward children than do regular classroom teachers, but the content of teacher-child verbal behavior varies minimally between the two types of classroom settings. The results were discussed in terms of the validity of laboratory findings and “everyday” classroom instruction.

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