A Social Interactional Analysis of Learning Disabilities Remediation

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Abstract
The remediation of learning—disabled children can often be viewed as providing them with strategies which they can use to direct their own behavior. Insight into why such strategic assistance is effective can be obtained from viewing remediation as a social/communicative setting. This perspective is illustrated with an analysis of an annotated transcript of a remediation session. The analysis makes use of Vygotsky's (1978) notions of “other regulation” and “self regulation” and Rommetveit's (1979) notion of communication as the creation of presuppositions in the listener. The implications of the perspective for our understanding of the remediation process and its differential efficacy are discussed.

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