This article describes the model of “reconstructive elaborations” and summarizes the procedures necessary to implement the model. Basically, the model provides a framework for adapting all content-area information into more familiar, more concrete, interactive elaborations. Once the content has been modified using the reconstructive elaborations, learning disabled students can be taught the content with the assistance of these strategies. Recent research has demonstrated that learning disabled students immediate and delayed recall of important U.S. history content can be facilitated under instructional conditions using reconstructive elaborations.
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