Strategic instruction is a unique model of teaching children who are struggling to become good writers, readers, and learners (Katims & Harmon, 2000). The model is based on comprehensive reach focusing on teaching students with learning disabilities. This powerful student-centered approach is backed by several years of qualitative research on the field of learning disabilities. It introduces new concepts and skills that are effective in separating poor learners from good learners. The concept was introduced to make a difference in the education system considering that many students with disabilities were struggling to develop strategies for effective learning. It is also essential to note that the strategic learning instruction model was designed for adolescent students.
The strategic instruction has many features that make it a good model for teaching students with learning disabilities. One good feature of this model is that it focuses on teaching students regularly and intensively (Reid, Lienemann, & Hagaman, 2013). This is beneficial because it ensures that enough content is delivered. It also ensures that the contents sink in the mind of learners. Students with learning disabilities need regular and repetitive content delivery in order to enhance their learning process. This is because they are struggling to learn new concepts. Another significant feature of strategic instruction model is that it supplies students with techniques and tools that enable them to understand new skills and materials. This is a very essential feature for enhancing learning amongst children with disabilities. Thus, disabled students are able to efficiently integrate new skills and knowledge (Bryant, Hartman, & Kim, 2003; Ellis & Larkin, 1998).
The strategic instruction model is designed to offer continuous guidance. This approach was specifically designed for new students with learning disabilities because they are slow learners.With this feature, they are able to learn the new concepts repeatedly, thus, enhancing slow but steady understanding of the concepts. Thus, the approach steadily enhances learning process amongst this group of students. Another essential feature of this teaching model that it enables teachers to enhancing learning amongst student with disability by providing ample opportunities for practical learning (Pritchard & Breneman, 2000). The model was designed to promote practical learning process. Students have ample opportunities to practice what they have learned in class.
Apart from practical learning process, the strategic instructionmodel is designed to allow studentsto integrate new information with their previousknowledge. The model builds on continuous integrationofprevious learned skills and abilities (Almasi & Fullerton, 2012). This approach is suitable for students with learning disabilities because it enables them to learn new concepts quickly. It also reduces the tendency of forgetting previously learned concepts. In a way, this approach makes sense for teaching students who are struggling to write, learn, and read. This is because the process makes it easy for such students to recall learned skills and information at a later time. This is very possible even when such students are in quite different setting or situation. It ensures that the students are fully imparted with the right knowledge and skills (Owocki, 2003).
Even better, the strategic instruction learning method is not only effective and appropriate for students with learning disabilities but also those who are not. It offers comprehensive learning techniques and capabilities that are suitable for all classes of students. A large body of literature and pieces of empirical evidences indicates that all students can benefits fro the methodology of strategic instruction model (Romero & Raske, 2006; Ferraro, 2006). The method allows any skillful teacher to play part in guiding students to learn effectively using this strategy. The best part of this approach is that it can be modified to automatic become part of the student’s learning repertoire (Patwa & Chafouleas, 2003). This enables all type of students with disabilities to learn effectively.
Almasi, J. F., & Fullerton, S. K. (2012). Teaching strategic processes in reading. New York: The Guilford Press.
Bryant, D. P., Hartman, P., & Kim, S. A. (2003). Using explicit and strategic instruction to teach division skills to students with learning disabilities. Exceptionality, 11(3), 151-164.
Ellis, E. S., & Larkin, M. J. (1998). Strategic instruction for adolescents with learning disabilities. Learning about learning disabilities, 2, 585-656.
Ferraro, G. (2006). Learning to implement strategy instruction: Teacher perceptions of a professional development model. London: Oxford University Press.
Katims, D. S., & Harmon, J. M. (2000). Strategic Instruction in Middle School Social Studies Enhancing Academic and Literacy Outcomes for At-Risk Students. Intervention in school and clinic, 35(5), 280-289.
Owocki, G. (2003). Make way for comprehension: Strategic instruction for young children. Portsmouth, NH: Heinemann.
Patwa, S. S., & Chafouleas, S. (2003). The effect of a strategic instruction intervention on the mastery of information by postsecondary students with learning disabilities. New York: The Guilford Press.
Pritchard, R., & Breneman, B. (2000). Strategic Teaching and Learning: Standards-Based Instruction to Promote Content Literacy in Grades Four through Twelve.
Reid, R., Lienemann, T. O., & Hagaman, J. L. (2013). Strategy instruction for students