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.
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