Instructional Parameters Promoting Transfer of Learned Strategies in Students with Learning Disabilities

Abstract

This article addresses the problem of facilitating student transfer of learned strategies, presenting what may be two essential instructional parameters: (a) mediated mindfulness during strategy learning and at transfer (b) and transfer-promoting instruction. Mediated mindfulness integrates two concepts: Feuerstein's concept of mediated learning and Salomon and Globerson's concept of mindfulness. The notion of transfer-promoting instruction originates from Larkin. The author explicates how inculcating mediated mindfulness in students with learning disabilities and engineering transfer-promoting instruction is likely to enhance strategy transfer in these students.