Deciphering Learning Disability: Impact of Cueing Strategies on Academic Performance for Learners with Field-Independent and Field-Dependent Cognitive Styles

The study has been undertaken to understand and evaluate the learning disabled students in schools and academic settings. They are mentally stable but face difficulties while reading, writing, mathematics, listening, speaking, and logical reasoning. It was expected and asserted that the successful design of instructional environments with enhanced computer technologies and visualization as educational tools should enhance their learning outcomes and sustain their level of performance in schools and professional careers bringing them at par with every other student with normal reflexive. Intervention with use of colour-highlighted keywords and colour-highlighted key phrases becomes essential to attack the ischolar_main cause. The study proves the fundamental requirement of such strategies with the adoption of special educators reflected in their academic performance. It is noted that students with field-independent cognitive style tend to have the more exceptional analytical and differentiating ability as compared to field-dependent students who tend to view events without considering the details such as accepting an entire phrase without focusing his or her attention on the crucial information.