Effect of self-regulation of mathematics using prompt cards in students with learning disabilities

Students with learning disabilities are often confronted with difficulties when progressing through adolescence. During these years students need to become increasingly independent while maintaining an appropriate degree of academic success. As students with learning disabilities make the transition from childhood to adolescence, they are presented with new obstacles to achieving academic success. Students with learning disabilities often lack a repertoire of learning strategies which facilitate achievement of academic success (Pressley & Woloshyn, 1995). For instance, they may be deficient in self-monitoring strategies. Recognizing the different steps in problem solving is one strategy in teaching independent thinking skills. Metacognition strategies can be introduced to students with learning disabilities in order to foster a deepening awareness of cognitive processes which often develops naturally in non-disabled peers (Slavin, 1988). Selfregulation techniques can range from self-recording to self-evaluation to selfreinforcement (Mercer & Mercer, 1993) and can focus on attention or performance (Reid, 1996). These self-regulation skills are considered to be essential to independent success as an adult (Mercer & Mercer)