The question, which instructional components have been proven by research to predict increased learning for underachieving students, was investigated by H. Lee Swanson, Dept. of Educational Psychology, University of California, Irvine, who completed a meta-analysis of 180 intervention studies in 1999.

The greatest predictors of positive outcomes for students with learning disabilities or for those with average I.Q. but who were underachieving relative to their peers include the following:

a. sequencing

b. drill-repetition-practice-feedback

c. segmentation of information (broken into parts and synthesized, i.e. text)

d. technology (visual and/or structured presentation medium)

e. controlling task difficulty (e.g., scaffolding)

f. modeling problem-solving steps or task

g. presenting cues to prompt strategies use

h. supplementing teacher instruction (e.g., homework, tutoring)

i. small interactive groups

j. directed response/questioning of students

Source:

Swanson, H. Lee. (1999) Instructional Components That Predict Treatment Outcomes for Students with Learning Disabilities: Support for a Combined Strategy and Direct Instruction model. Learning Disabilities Research & Practice, 14(3), 129-140. Requests for reprints may be sent to the author.

This article is well-summarized on the National Center for Learning Disabilities website.

Related Webpages:

Riverside College's 4faculty.org online course for instructors presents this information with more extensive explanation. You will need to create a user name and password the first time you visit. Look at the end of Lesson 4.1, "The Brain and Learning", click on "More about Cognitive Methods".