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This is the 2nd edition with a publication date of 9/16/2013.
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Filling an important need for K-12 educators, this highly practical book provides a step-by-step guide to cognitive strategy instruction, one of the most effective instructional techniques for struggling learners. The authors present well-validated strategies that target self-regulated learning and study skills as well as performance in specific content areas, such as writing, reading, and math. Detailed classroom examples illustrate how to teach the strategies systematically and monitor student outcomes. More than 20 reproducible worksheets, checklists, and other tools are included; purchasers get access to a Web page where they can download and print these materials in a convenient 8 1/2" x 11" size. New to This Edition *Chapter on lesson planning, including extensive sample lessons for two strategies. *Chapter on handwriting and spelling. *New material on response to intervention and on attention-deficit/hyperactivity disorder (ADHD). *Expanded coverage of working memory. *Additional strategies throughout the content-area chapters.
Robert Reid, PhD, is Professor in the Department of Special Education and Communication Disorders at the University of Nebraska-Lincoln. Dr. Reid's research focuses on children with attention-deficit/hyperactivity disorder (ADHD) and on strategy instruction. He has published more than 100 articles and book chapters and has presented at national and international conferences. Additionally, he codeveloped the ADHD-IV Rating Scale. He serves on the editorial boards of five journals and actively reviews for several others. Torri Ortiz Lienemann, PhD, is District Learning Coordinator and Assistant Special Education Director at Norris School District 160, Firth, Nebraska. Her work focuses on providing teachers with the necessary tools to meet the needs of all students, specifically data-driven instructional interventions. Currently, Dr. Lienemann is involved in researching vocabulary and reading comprehension in at-risk students; teaching undergraduate and graduate courses; grant writing; and creating new programs to assist students with special needs and their teachers. She has been a classroom resource teacher at the elementary, middle, and high school levels. Jessica L. Hagaman, PhD, is Assistant Professor in the Department of Special Education and Communication Disorders at the University of Nebraska-Omaha. She specializes in the education of students with learning disabilities and at-risk students. Dr. Hagaman has classroom experience at the early childhood and elementary levels. Her research interests include early intervention for at-risk students, strategy instruction, and academic interventions.
Table of Contents
1. Why Use Strategy Instruction? 2. Building Background Knowledge 3. The Self-Regulated Strategy Development Model 4. How to Implement the SRSD Model 5. Self-Regulation Strategies 6. Implementing Self-Regulation Strategies 7. Integrating Strategies and Self-Regulation 8. Creating Lesson Plans Using the SRSD Model 9. Strategies for Handwriting and Spelling 10. Strategies for Written Language 11. Strategies in Reading Comprehension 12. Strategies in Mathematics 13. Study Skills Strategies 14. Mnemonics