Summary
Contents
Subject index
Teach your students learning strategies that will last a lifetime!
The pressure is on special and general education teachers alike. If we're to ensure that adolescents with mild disabilities achieve the very same gains as their peers, we must first teach them how to learn. Here's a one-stop guide for getting started, pairing the very best instructional methods with assessments and IEP goals so all students can be independent learners.
Driven by research, this indispensible resource features: Evidence-based strategies for teaching vocabulary, reading, written language, math, and science, as well as study skills, textbook skills, and self-regulation; Clear presentation that describes strategies in context; Informal assessments for every content area or skill addressed; Case studies that link assessment results, IEP goals, and learning strategies; Application activities with questions and suggested responses
Whether you teach in an inclusive, resource, or self-contained setting, there's no better guide for teaching your students learning strategies that will last a lifetime.
“This is a rare find—a book for practitioners that actually stays on task throughout and provides an abundance of teaching strategies. As a veteran of the classroom, it is nice to find strategies that are useful and can be readily implemented.”
—Sally Jeanne Coghlan, Special Education Teacher
Rio Linda Preparatory Academy, Rio Linda CA
“I really like this comprehensive resource of strategies. I felt the book was written for people like me, struggling to do the very best for my students to make their time in school truly of benefit.”
—Cheryl Moss, Special Education Teacher
Gilbert Middle School, Gilbert, IA
The Strategies Approach
The Strategies Approach
Strategies are potentially powerful, but unless they are taught correctly, strategies are unlikely to result in improved academic performance.
Meet Mentor Teacher Evelyn Kourey
Evelyn Kourey is a mentor teacher at Rosenquist Middle School, a large school that includes fifth through eighth grades in a suburban midwestern city. She provides support for several beginning teachers in her building. At the conclusion of last year, these teachers indicated that they wanted to learn more about strategy instruction after several colleagues shared promising results from their master's-level research projects, which emphasized evidence-based strategy instruction. Ms. Kourey was excited about her teachers' interest, as she knows that few educators receive professional development on strategy instruction or have more than a ...
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