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Efficient Methods for the LDs to Learn

There are areas we may be more knowledgeable, just like how learning disabilities do not allow people diagnosed with it to learn like how other students normally do. With this in mind, efficient methods honestly are on a case to case basis. However, what makes the methods efficient lies on how they are used to the person’s advantage.

For example, an intervention or strategy for one specific learning disability may not be effective when applied to another disabled person even with the same disability. Simply put, a learning strategy is an individual’s approach to complete a task. More specifically, a learning strategy is an individual’s way of organizing and using a particular set of skills in order to learn content or accomplish other tasks more effectively and efficiently in school as well as in nonacademic settings (Schumaker & Deshler, 1992).

In general, their research suggests that use of learning strategies can improve student performance in inclusive settings or on grade appropriate tasks. In reading, for example, results from a study of the use of the Word Identification Strategy indicated that the number of oral reading errors decreased while reading comprehension scores increased for all students on ability level and grade level materials (Lenz & Hughes, 1990). Another study revealed that students using the Test Taking Strategy improved average test scores in inclusive classes from 57% to 71% (Hughes & Schumaker, 1991). [1]

You have probably heard of learning disabilities. You probably have also heard of ‘learning differences,” “specific learning styles,’ and “different learning abilities.” Do all of these describe the same thing? The answer to this question is a difficult one to address. There are many numbers of perspectives on learning, different epistemological perspectives that shape these descriptions, and many different interpretations of these perspectives. The purpose of this paper is not to try to decide which is accurate, nor even to negotiate between them. I will offer a very brief summary of the different perspectives, but will then propose that despite the perspective on cause, effect, and “treatment,” certain students are having trouble with reading and writing, and there are strategies out there that can make these activities, well, less “trouble.” Neurological, developmental, hereditary, social. Do not think of this as anything to do with intelligence.

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