Intervention on the process of reading as a means of learning by teenagers with learning disabilities
The study aimed at exploring the effect of an intervention combining observational learning and the use of a process facilitator on cognitive strategy and performance during reading-to-learn sessions by teenagers with learning disabilities. Eleven students experienced observational learning with a graphic organizer, of which five were given access to a process facilitator. The data obtained through a questionnaire during the pre-test and two post-tests, trace observation and an interview showed that most students improved their use of the graphic organizer and their performance level after experiencing the observational learning process. Moreover, the randomly chosen sub-group with access to a process facilitator performed better that the sub-group without access.