The effects of learning strategy instruction on the completion of job applications by students with learning disabilities.

J. R. Nelson, D. J. Smith, J. M. Dodd

Research output: Contribution to journalArticle

6 Scopus citations

Abstract

The purpose of this study was to assess the effects of learning strategy instruction on the completion of job applications by students identified as learning disabled. Thirty-three students (average age 15 years 6 months) were randomly assigned by grade and gender to one of two experimental conditions: learning strategy instruction or traditional instruction. The result was 16 students (10 boys and 6 girls) being placed under the learning strategy instruction condition and 17 students (10 boys and 7 girls) being placed under the traditional instruction condition. Results indicated that in addition to statistically significant lower numbers of information omissions and information location errors, holistic ratings of the overall neatness of the job applications were significantly higher for those students under the learning strategy instruction condition. In addition to these positive changes in the performance measures, social validity data suggest that students under the learning strategy condition would be more likely to receive an invitation for a job interview. The findings and future research needs are discussed.

Original languageEnglish (US)
Pages (from-to)104-110, 122
JournalJournal of learning disabilities
Volume27
Issue number2
StatePublished - Feb 1 1994

ASJC Scopus subject areas

  • Health(social science)
  • Education
  • Health Professions(all)

Fingerprint Dive into the research topics of 'The effects of learning strategy instruction on the completion of job applications by students with learning disabilities.'. Together they form a unique fingerprint.

  • Cite this