The Strategies Instructional Approach

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Abstract
OVER THE PAST ten years, various efforts to develop and validate instructional programs to train students in strategies and thinking skills have been initiated. These efforts have usually focused on either the benefits of specific strategy training or on the very general parameters of how strategy instruction should be implemented. As a result, the translation from research to practice has often resulted in educational applications that have either been removed from common academic and social tasks required for school success, or the applications have not been sufficiently intensive or specific to have a significant impact on the learning and performance of individuals with handicapping conditions. To be successful, strategies instruction must focus on both the general and specific elements of instruction within the context of a rich strategy environment Well designed strategy environments should promote, model, guide, and prompt efficient and effective learning and performance across settings for all students, not just those with learning disabilities or handicaps. This has been the primary goal of researchers involved in the creation of the Strategies Intervention Model developed at the University of Kansas Institute for Research in Learning Disabilities. The authors of this article describe how they define and view the use of strategies for instruction and explain how the basic concepts of strategies instruction have been operationalized for use in educational settings.

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