UTILIZING A SELF-QUESTIONING STRATEGY DESIGNED WITHIN A SELF-REGULATED STRATEGY DEVELOPMENT INSTRUCTIONAL APPROACH TO PROMOTE IDEA GENERATION IN STUDENTS WITH LEARNING DISABILITIES
Open Access
Author:
Taft, Raol J.
Graduate Program:
Special Education
Degree:
Doctor of Philosophy
Document Type:
Dissertation
Date of Defense:
May 06, 2010
Committee Members:
Dr Linda H Mason, Dissertation Advisor/Co-Advisor Linda H. Mason, Committee Chair/Co-Chair Thomas W Farmer, Committee Member Pricilla Karen Murphy, Committee Member Kathy L Ruhl, Committee Member Mark T Greenberg, Committee Member
Keywords:
memory idea generation fluency ideation idea generation Self-regulated strategy development long-term memory working memory information processing creativity
Abstract:
Students with learning disabilities (LD) often have problems generating ideas across academic areas. A single subject multiple baseline across participants study was used to investigate an idea generation intervention for improving performance of three 7th grade students with LD. Students were taught within a self-regulated strategy development (SRSD) instructional approach to use a researcher designed idea generation self-questioning strategy, RAN (Review key words and phrases, Ask What-How, Who-How questions, Notes-Now add notes). Idea lists generated by students after instruction indicated that two students received benefit from RAN strategy instruction and improved their ideational fluency. However, results for one student indicated no benefit from RAN instruction. This study provides preliminary evidence that students with LD who have difficulty generating content or ideas may benefit from strategy instruction for idea generation. Implications for future research are discussed.
