Cover page -- Halftitle page -- Title page -- Copyright page -- COGNITIVE STRATEGIES FOR SPECIAL EDUCATION -- Title page -- Copyright page -- Contents -- List of Figures -- List of Tables -- Preface -- 1 The Learning Process -- DEFINING EDUCATION -- SPECIAL EDUCATION -- THE PSYCHOLOGY OF EDUCATION -- LEARNING AND INFORMATION PROCESSING -- THE NATURE OF CLASSROOM INSTRUCTION -- INTRODUCING COGNITIVE THEORY INTO THE CLASSROOM -- PROCESS-BASED INTERVENTIONS -- 2 From Sensory Stimulation to Cognition -- THE BEGINNING OF SPECIAL EDUCATION -- THE RISE OF BEHAVIORISM IN SPECIAL EDUCATION -- INFORMATION PROCESSING AT THE HIGH SCHOOL LEVEL -- AN ARGUMENT FOR COGNITIVE INTERVENTIONS -- 3 Cognitive Instruction -- COGNITIVE BEHAVIORAL INSTRUCTION -- STRATEGY TRAINING -- COMPREHENSIVE TRAINING MODELS -- 4 Issues in Cognitive Intervention -- METACOGNITION: MAGIC OR MYTH? -- MAINTENANCE AND GENERALIZATION -- APPLYING COGNITIVE RESEARCH TO THE CLASSROOM -- 5 A Conceptual Foundation for Instruction -- DEALING WITH PROBLEMS -- THE NATURE OF PROBLEM SOLVING -- PLANNING AND PROBLEM SOLVING -- PROMOTING INDEPENDENCE IN LEARNING -- 6 A Research Foundation for Instruction -- DEVELOPING A COGNITIVE INTERVENTION -- EARLY DEVELOPMENT OF PROCESS-BASED INSTRUCTION -- INFORMATION PROCESSING AND ACADEMIC ACHIEVEMENT -- 7 Process-Based Instruction: A Classroom Integrated Model -- TRANSLATING PBI INTO A CLASSROOM INSTRUCTION MODEL -- THE PBI SEQUENCE -- 8 Application of the PBI Model Within the Classroom -- ASSESSMENT -- ORIENTATION -- STRATEGY DEVELOPMENT -- INTRA-TASK TRANSFER -- CONSOLIDATION AND GENERALIZATION -- MAINTAINING THE PBI SEQUENCE -- A TIME FRAMEWORK FOR IMPLEMENTING PBI -- SOME CONCLUDING REMARKS -- 9 Cognitive Instruction Beyond the Classroom -- CHANGE WITHIN THE EDUCATION SYSTEM -- CHANGES IN RESEARCH APPROACHES -- SOME CONCLUSIONS