How can strategies be modified to improve their effectiveness with students with disabilities?
A meta-analysis of intervention research by Swanson, Hoskyn, and Lee (1999) identified three factors associated with improved instructional outcomes for students with learning disabilities, regardless of the instructional model used or the content of the instruction. These include: (1) control of task difficulty; (2) use of small, interactive group instruction (six students or less); and (3) use of direct response questioning that helps students put their thoughts into words by thinking aloud.
