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