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| Why Use Strategy Instruction? | |
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| What Is a Learning Disability? | |
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| Causes of Learning Disabilities | |
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| Characteristics of Students with Learning Disabilities | |
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| Why a Strategy Approach? | |
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| Putting Strategy Instruction into the Classroom | |
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| Final Thoughts | |
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| Building Background Knowledge | |
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| Introduction to Strategy Instruction | |
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| Information Processing | |
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| The Importance of Attributions | |
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| Metacognition | |
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| Final Thoughts | |
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| The Self-Regulated Strategy Development Model | |
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| The Six Stages of the SRSD Model | |
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| Evaluating SRSD | |
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| Practical Considerations and Tips | |
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| Final Thoughts | |
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| How to Implement the SRSD Model | |
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| Structured Strategy Example | |
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| Unstructured Strategy Example | |
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| Final Thoughts | |
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| Self-Regulation Strategies | |
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| Self-Monitoring | |
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| Self-Evaluation | |
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| Self-Instruction | |
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| Goal Setting | |
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| Self-Reinforcement | |
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| The Case for Self-Regulation | |
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| Final Thoughts | |
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| Implementing Self-Regulation Strategies | |
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| Implementing Self-Monitoring | |
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| Implementing Self-Evaluation | |
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| Implementing Self-Instruction | |
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| Implementing Goal Setting | |
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| Implementing Self Reinforcement | |
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| Combining Strategies | |
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| Final Thoughts | |
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| Integrating Strategies and Self-Regulation | |
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| Self-Monitoring, Goal Setting, and a Spelling Strategy | |
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| Self-Monitoring and a Math Strategy | |
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| Self-Instruction and a Writing Strategy | |
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| Goal Setting and a Reading Comprehension Strategy | |
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| Self-Monitoring and a Main Idea Comprehension Strategy | |
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| Integrating Strategies to Solve Math Word Problems | |
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| Final Thoughts | |
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| Creating Lesson Plans Using the SRSD Model | |
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| SRSD Lessons | |
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| LAMPS Lessons | |
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| PARS Lessons | |
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| Strategies for Handwriting and Spelling | |
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| Problems for Students with Learning Disabilities and Attention-Deficit/Hyperactivity Disorder | |
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| Prerequisite Skills | |
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| Instruction in Handwriting and Spelling | |
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| Implementation Plans | |
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| Final Thoughts | |
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| Strategies for Written Language | |
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| Problems for Students with Learning Disabilities | |
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| Prerequisite Skills | |
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| Instruction in the Writing Process | |
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| Implementation Plans | |
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| Final Thoughts | |
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| Strategies in Reading Comprehension | |
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| Problems for Students with Learning Disabilities | |
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| Prerequisite Skills | |
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| Prereading Strategies | |
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| During-Reading Strategies | |
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| Postreading Strategies | |
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| Implementation Plans | |
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| Final Thoughts | |
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| Strategies in Mathematics | |
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| Problems for Students with Learning Disabilities | |
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| Prerequisite Skills | |
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| Instruction in Mathematics | |
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| Basic Math Facts Strategies | |
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| Computation Strategies | |
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| Word-Problem-Solving Strategies | |
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| Implementation Plans | |
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| Final Thoughts | |
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| Study Skills Strategies | |
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| Problems for Students with Learning Disabilities or Attention-Deficit/Hyperactivity Disorder | |
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| Prerequisite Skills | |
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| Instruction in Study Skills | |
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| Note-Taking Strategies | |
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| Homework/Task Completion | |
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| Test-Taking Strategies | |
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| Classroom Survival Strategies | |
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| Implementation Plans | |
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| Final Thoughts | |
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| Mnemonics | |
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| Problems for Students with Learning Disorders or Attention-Deficit/Hyperactivity Disorder | |
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| Acronyms and Acrostics: The "First-Letter" Strategies | |
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| Mimetics | |
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| Symbolics | |
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| Keywords | |
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| Pegwords | |
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| Final Thoughts | |
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| References | |
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| Index | |