This article presents an instructional model for intervention researchin learning disabilities. Essentially this model provides a frameworkor scheme for the instructional phase in intervention research withlearning disabled students. Professionals have recognized the needfor theoretical rationales in intervention research. They appear, how-ever, unaware that the instructional phase of the research also re-quires some form of conceptual framework or scheme. Because theinstructional phases of extant intervention research studies have notbeen guided by any conceptual framework, they tend to be narrowand imbalanced because training of strategic knowledge sufficedas the goal. In contrast, the proposed instructional model includesthree foci for intervention studies with learning disabled students:knowledge inculcation where knowledge includes declarative, pro-cedural, and metacognitive knowledge; students' cognitive process-ing of their training activities to overcome processing problems, andstudents' motivation to learn. This comprehensive framework shouldaugment the effectiveness of the intervention, as well as result inenhanced understanding of what happened during the intervention.Moreover, the instructional model can be linked with any theory thata researcher chooses to use in generating the intervention study.
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