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Strategy Instruction for Students with Learning Disabilities, First Edition,9781593852832

Strategy Instruction for Students with Learning Disabilities, First Edition

by ;
Edition:
1st
ISBN13:

9781593852832

ISBN10:
1593852835
Format:
Hardcover
Pub. Date:
4/4/2006
Publisher(s):
The Guilford Press
List Price: $58.67
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  • Strategy Instruction for Students with Learning Disabilities, Second Edition
    Strategy Instruction for Students with Learning Disabilities, Second Edition




Summary

Practical and accessible, this book provides the first step-by-step guide to cognitive strategy instruction, which has been shown to be one of the most effective instructional techniques for students with learning problems. Presented are proven strategies that students can use to improve their self-regulated learning, study skills, and performance in specific content areas, including written language, reading, and math. Clear directions for teaching the strategies in the elementary or secondary classroom are accompanied by sample lesson plans and many concrete examples. Enhancing the book's hands-on utility are more than 20 reproducible worksheets and forms.

Author Biography

Robert Reid, PhD, is a Professor in the Department of Special Education and Communication Disorders at the University of Nebraska-Lincoln. He received his doctorate in Special Education from the University of Maryland in 1991. Dr. Reid's research focuses on children with attention-deficit/hyperactivity disorder (ADHD) and on strategy instruction. He has published more than 60 articles and book chapters and presented at national and international conferences. Additionally, he codeveloped the ADHD-IV Rating Scale (1998). Dr. Reid received the American Educational Research Association's Special Education Student Research Award in 1992 and the Balilies Child Mental Health Award in 1996. He currently serves on the editorial boards of five journals and actively reviews for several others.

Torri Ortiz Lienemann, MA, is a doctoral candidate at the University of Nebraska-Lincoln. Her work concentrates on strategy instruction and self-regulation, specifically in writing. Currently, Ms. Leinemann is involved in research on strategy instruction for students with ADHD; teaching undergraduate courses; grant writing; and creating new programs to assist students with special needs and their teachers. Ms. Leinemann has been a classroom resource teacher at both the middle and high school levels and served as a remedial teacher at an elementary school.

Table of Contents

Why Use Strategy Instruction?
1(15)
What Is a Learning Disability?
2(1)
Causes of Learning Disabilities
3(3)
Characteristics of Students with Learning Disabilities
6(4)
Why a Strategy Approach?
10(2)
Putting Strategy Instruction into the Classroom
12(1)
Final Thoughts
13(3)
Building Background Knowledge
16(16)
Introduction to Strategy Instruction
17(2)
Information Processing
19(3)
The Importance of Attributions
22(3)
Metacognition
25(5)
Final Thoughts
30(2)
The Self-Regulated Strategy Development Model
32(17)
The Six Stages of the SRSD Model
33(9)
Evaluating SRSD
42(3)
Practical Considerations and Tips
45(2)
Final Thoughts
47(2)
How to Implement the SRSD Model
49(22)
Structured Strategy Example
50(10)
Unstructured Strategy Example
60(10)
Final Thoughts
70(1)
Self-Regulation Strategies
71(15)
Self-Monitoring
72(6)
Self-Instruction
78(2)
Goal Setting
80(1)
Self-Reinforcement
81(1)
The Case for Self-Regulation
82(1)
Final Thoughts
83(3)
Implementing Self-Regulation Strategies
86(24)
Implementing Self-Monitoring
86(8)
Implementing Self-Instruction
94(8)
Implementing Goal Setting
102(2)
Implementing Self-Reinforcement
104(3)
Combining Strategies
107(1)
Final Thoughts
107(3)
Integrating Strategies and Self-Regulation
110(15)
Self-Monitoring, Goal Setting, and a Spelling Strategy
111(1)
Self-Monitoring and a Math Strategy
112(2)
Self-Instruction and a Writing Strategy
114(3)
Goal Setting and a Reading Comprehension Strategy
117(2)
Self-Monitoring and a Main Idea Comprehension Strategy
119(2)
Integrating Strategies to Solve Math Word Problems
121(1)
Final Thoughts
122(3)
Strategies in Written Language
125(22)
Problems for Students with Learning Disabilities
126(2)
Prerequisite Skills
128(1)
Instruction in the Writing Process
129(9)
Implementation Plans
138(6)
Final Thoughts
144(3)
Strategies in Reading Comprehension
147(21)
Problems for Students with Learning Disabilities
148(1)
Prerequisite Skills
149(2)
Prereading Strategies
151(2)
During-Reading Strategies
153(4)
Postreading Strategies
157(3)
Implementation Plans
160(6)
Final Thoughts
166(2)
Strategies in Mathematics
168(24)
Problems for Students with Learning Disabilities
169(1)
Prerequisite Skills
170(2)
Instruction in Mathematics
172(1)
Basic Math Facts Strategies
172(3)
Computation Strategies
175(1)
Word-Problem-Solving Strategies
176(5)
Implementation Plans
181(8)
Final Thoughts
189(3)
Study Skills Strategies
192(21)
Problems for Students with Learning Disabilities
193(2)
Prerequisite Skills
195(1)
Instruction in Study Skills
196(1)
Note-Taking Strategies
196(4)
Homework/Task Completion
200(2)
Test-Taking Strategies
202(3)
Classroom Survival Strategies
205(1)
Implementation Plans
206(4)
Final Thoughts
210(3)
Mnemonlcs
213(18)
Problems for Students with Learning Disabilities
214(1)
Acronyms and Acrostics: The ``First Letter'' Strategies
215(2)
Mimetics
217(1)
Symbolics
218(1)
Keywords
219(4)
Pegwords
223(3)
Final Thoughts
226(5)
Index 231


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