Strategy Instruction for Students with Learning Disabilities, First Edition

by Reid, Robert; Lienemann, Torri Ortiz

• ISBN13: 9781593852832
• ISBN10: 1593852835
• Edition: 1st
• Format: Hardcover
• Copyright: 2006-04-04
• Publisher: The Guilford Press

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