The area I am interested in researching is in the area of learning
disabilities and adolescents. I would like to look at the effects of
cognitive and metacognitive strategies with regards to
information-processing of adolescents with a learning disability. The
purpose of this research is to examine how effective is the Cognitive Credit
Card (CCC) as a learning strategy instructional method for adolescents with
a learning disability. This is a learning strategy instructional method that
has been shown to be effective for helping design and implementing
strategies such as memory, problem-solving, reasoning, organizing
information, and self-monitoring. I would like to examine if this strategy
will promote academic success and if so, to what extent.
The CCC is a credit card-sized laminated set of cognitive or
metacognitive cues designed to elicit thinking about thinking as students
attempt to learn or solve problems. These cognitive cues must contain little
or no subject content matter; yet, they have to be specific enough that
students can identify what the cues are for – usually accomplished by the
heading or title. The CCC contains questioning prompts. For example, a CCC
for finding the main idea sentence in a paragraph (writing) would look like
1. Why is the main idea sentence
the most important sentence?
2. What is the main idea I want
to write about
3. Do these ideas support my main
4. How are my sentences connected
to my main idea?
5. If I cover up the main idea
sentence, does the paragraph make sense?
Edmunds, A. L. (1999). Cognitive credit card: acquiring learning
strategies. Teaching Exceptional Children, 31(4), 68-73.
Edmunds, A. L. & Blair, K. (1999). Nova Scotia teacher's use of the
cognitive credit card. ATEC Journal, 5(1), 7-13.