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
Robert Reid, PhD, is Professor in the Department of Special
Education and Communication Disorders at the University of
Nebraska-Lincoln. His research focuses on children with
attention-deficit/hyperactivity disorder (ADHD) and on strategy
instruction. Dr. Reid 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, specifically data-driven instructional
interventions, to meet the needs of all students. 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 school
levels. Her research interests include early intervention for
at-risk students, strategy instruction, and academic
interventions.
Among the most powerful factors in moving the achievement needle
for students with learning difficulties is high-quality strategy
instruction. This book is a gold mine for teachers--it is
brilliantly conceptualized and written. It provides a broad array
of evidence-based practices that will transform how educators think
about and design instruction for students who struggle in school.
This second edition will remain one of the most frequently used
resources for successfully teaching students how to learn.--Donald
D. Deshler, PhD, Williamson Family Distinguished Professor of
Special Education and Director, Center for Research on Learning,
University of Kansas
An outstanding book that should be part of every teacher’s
professional library. Cognitive strategy instruction is an
essential part of effective differentiated instruction that meets
the needs of all learners. This book provides a comprehensive
framework for classroom instruction and research-based strategies
to maximize instructional impact. It is well organized and
accessible. I highly recommend this book to any prospective or
practicing teacher who teaches students with diverse needs.--Brenda
Tracy, EdD, NCSP, Elementary Principal, Norris School District,
Firth, Nebraska
There is a wealth of research on strategy instruction, but Reid et
al. supply what has been missing/m-/a systematic implementation
framework that teachers can understand and translate into practice.
Most important, they share numerous examples that bring strategy
instruction to life. The second edition demonstrates applications
to new areas, notably handwriting, spelling, and the critically
important area of working memory.--Daniel P. Hallahan, PhD, Charles
S. Robb Professor of Education, University of Virginia
The book emphasizes the importance of evidence-based instruction
for students with learning difficulties and disabilities, and
provides tools for classroom success. It is highly suitable for
courses in instructional theory and methods. Current and future
teachers get 'how-tos' for delivering strategy instruction to meet
individual students' needs, plus an understanding of why it works.
The topics are timely and well suited for teachers striving to meet
Common Core State Standards initiatives.--Linda H. Mason, PhD,
School of Education, University of North Carolina at Chapel Hill
-This book is clearly written, well organized, and based on sound
cognitive research. It does a fine job of presenting quality study
skills techniques, together with many examples and instructional
aids....The book also provides a compelling rationale for teachers
to invest ample time and effort in a sound, empirically supported
method for teaching study skills techniques to students with LD.
(on the first edition)--PsycCRITIQUES, 4/1/2007
Ask a Question About this Product More... |