AU Kearns, DM
AF Kearns, Devin M.
TI Does Cognitively Focused Instruction Improve the Academic Performance of
SO EXCEPTIONAL CHILDREN
AB Stakeholders are debating the value of cognitively focused instruction
for students who have not benefited from a skills-based approach. Much
of the discussion, however, is occurring without recognition of research
that has been conducted in the past 2 decades. In this article, we
reviewed the research. Electronic databases and hard copies of scholarly
journals were searched; 239 references were identified; and 50 pertinent
studies were analyzed to determine the effects of cognitively focused
instruction-delivered alone or in combination with academic
instruction-on students described as demonstrating poor academic
achievement, learning disabilities, or specific cognitive deficits.
Findings suggest that several cognitive interventions accelerated
low-achieving students' academic progress. Nevertheless, when the
research is taken as a whole when the pertinent studies and the
interventions they describe are considered with regard to their content,
quality, and results-we conclude that it does not support the use of
cognitively focused instruction at this time. Implications for future
research are discussed.