奥塔哥代写essay:自我调节能力

2017-07-23 17:26

此外，有学习障碍的学生往往缺乏自我调节能力，需要额外的学习技能和策略的帮助（蒙塔古，2007）。尽管如此，蒙塔古（2007）描述了在教学自律中提高小学、初中和初中学习障碍学生数学成绩的干预措施。随着学生数学水平的提高，他们的学习动机也越来越强，从而取得了更大的成绩。当学生的动机导致的认知投入（使用自我调节策略）和课堂学习成绩（Pintrich等人）。此外，Cassel和瑞德（1996）提供了进一步的证据表明，自主学习策略的可教小学生学习障碍包括智力落后学生提高他们解决问题的能力，学生的词。结果表明，自我调节策略有效地提高了单词的正确数量，并提高了整个时间。另一项研究表明，3名第四年级和2年级自闭症学生在计划和故事写作中学习自我调节策略。实验结果表明，运用这些技能有助于提高自闭症谱系障碍二、第四年级学生的整体写作水平。
奥塔哥代写essay:自我调节能力
Additionally, students with learning disabilities tend to be poor at self-regulating and need extra assistance in learning the skills and strategies (Montague, 2007). Nonetheless, Montague (2007) described interventions in teaching self-regulation that increased mathematic performance in elementary, middle, and secondary school level students with learning disabilities. As students became more proficient in math, their motivation increased leading to more success in the subject. When students are motivated it leads to cognitive engagement (use of self-regulated strategies) and academic performance in the classroom (Pintrich, et al).Furthermore, Cassel and Reid (1996) provided further evidence that self-regulated strategies may be taught to elementary students with learning disabilities including students with mental retardation to improve their word problem-solving skills. Results showed that self-regulated strategies were effective in increasing the correct number of word problems solved and improve more throughout time. An additional study showed that 3 students with autism spectrum disorder in the second and fourth grades were taught self-regulated strategies in planning and story writing. The outcome demonstrated that teaching these skills were beneficial in improving the overall writing skills of the second and fourth grade students with autism spectrum disorder

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