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Thirty-three students (average age 15 years 6 months) were randomly assigned by grade and gender to one of two experimental conditions: learning strategy instruction or traditional instruction. The result was 16 students (10 boys and 6 girls) being placed under the learning strategy instruction condition and 17 students (10 boys and 7 girls) being placed under the traditional instruction condition. Results indicated that in addition to statistically significant lower numbers of information omissions and information location errors, holistic ratings of the overall neatness of the job applications were significantly higher for those students under the learning strategy instruction condition. In addition to these positive changes in the performance measures, social validity data suggest that students under the learning strategy condition would be more likely to receive an invitation for a job interview. The findings and future research needs are discussed.<\/jats:p>","DOI":"10.1177\/002221949402700205","type":"journal-article","created":{"date-parts":[[2009,2,4]],"date-time":"2009-02-04T18:16:17Z","timestamp":1233771377000},"page":"104-110","source":"Crossref","is-referenced-by-count":9,"title":["The Effects of Learning Strategy Instruction on the Completion of Job Applications by Students with Learning Disabilities"],"prefix":"10.1177","volume":"27","author":[{"given":"J. Ron","family":"Nelson","sequence":"first","affiliation":[{"name":"J. Ron Nelson, PhD, is an assistant professor in the Department of Applied Psychology at Eastern Washington University. He received his doctoral degree in special education from Utah State University. His major research interests include teaching methods for exceptional students and students at risk for school failure, as well as students' social and intellectual reasoning, Address: J. Ron Nelson, Department of Applied Psychology, MS\/92, Eastern Washington University, Cheney, WA 99004."}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Deborah J.","family":"Smith","sequence":"additional","affiliation":[{"name":"Deborah J. Smith, PhD, is project director in Disabled Student Services and adjunct professor in the Department of Applied Psychology at Eastern Washington University. She received her doctoral degree in special education from Utah State University. Her major research interests include self-management strategies for classroom deportment and academic performance, as well as cognitive instructional strategies."}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"John M.","family":"Dodd","sequence":"additional","affiliation":[{"name":"John M. Dodd, EdD, is a professor in the Department of Reading and Special Education at Eastern Montana College. He received his doctoral degree in human development at the University of Kansas. 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