ABSTRACT Academically engaging adolescents with learning difficulties continues to be a challenge for teachers and education authorities around the world. This paper reports on one part of a broader study to address the impasse present between research and practice in meeting the needs of adolescents with learning difficulties. Drawing on the mounting research attesting to the effectiveness of Explicit Instruction and Positive Psychology, a concerted investigation was carried out to assess the effectiveness of combining the two approaches. Two Year 8 classes (N = 23 experimental) (English and Mathematics) were provided with the combined systems intervention over one academic year. Response to the intervention was compared to two similar academic ability control groups from the same Year group. Results report students made statistically significant gains, in comparison to the control group. This study contributes to an understanding of how effective classroom pedagogy instead of remediation can support adolescents with learning difficulties.

中文翻译：

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结合明确的教学和积极的心理学，让学习困难的青少年茁壮成长

摘要 有学习困难的青少年在学术上的参与仍然是世界各地教师和教育当局面临的挑战。本文报告了一项更广泛研究的一部分，该研究旨在解决研究与实践之间在满足有学习困难的青少年的需求方面存在的僵局。根据证明外显教学和积极心理学有效性的越来越多的研究，进行了一项协调一致的调查，以评估将这两种方法结合起来的有效性。两个 8 年级班级（N = 23 实验）（英语和数学）在一个学年中接受了联合系统干预。对干预的反应与来自同一年级的两个相似的学术能力对照组进行了比较。结果报告说，与对照组相比，学生在统计上取得了显着的进步。这项研究有助于了解有效的课堂教学法而不是补救措施如何支持有学习困难的青少年。