Promoting self-determined learning through student-directed learning strategies has been documented to promote more positive school-related outcomes for upper elementary grade learners with disabilities and other students who are struggling. These strategies are typically introduced in multicomponent interventions combining several…

We analyzed descriptions found in 12 introductory psychology textbooks on the recommended use of SQ3R for improving reading in order to determine whether such descriptions reflect issues and concerns found in the SQ3R literature. We classified sample questions to determine the types of questions that are suggested to guide use of SQ3R. A majority…

Writers carefully include critical information in the opening lines of their chapters, but students often gloss over these beginning sentences, missing information that could help them better comprehend the text. To address this concern, the authors created a strategy that prompts students to examine the opening lines of chapters, helping readers…

This booklet contains information and resources to plan for reading and mathematics improvement goals for elementary, middle/junior high, and high schools in the Washington public schools according to the Academic Achievement and Accountability Commission and the results of the 2001 Washington Assessment of Student Learning (WASL). This booklet…

This eighth yearbook of innovative learning strategies presents the following articles, grouped in three major sections. The first section, Program Models, contains: (1) "Welcome Back: Meeting the Needs of Nontraditional Students" (Kathy Carpenter); (2) "A Model Coordinated Curriculum for the First-Term Community College Learning Disabled Student"…

Research based teaching strategies for improving the reading comprehension of mildly handicapped students include identifying learning goals, breaking goals into simpler units, ordering instruction developmentally, and teaching the use of metacognitive strategies for reading. (CB)

Four experimental reading-treatment classes (n=94) and four control classes (n=100) wrote pre- and post-compositions which were evaluated for overall quality, syntactic density, T-unit length, productivity, and selected grammatical errors. Analysis of results found significant differences in reading skills but no differences in writing skills. The…

A description is provided of 12 reading skills strategies that were developed as part of a Reading across the Curriculum project to help students bridge the gap between their reading levels and the reading level of their textbooks. Following introductory information on the Reading across the Curriculum project, the 12 strategies are explained and…

Although middle and high school teachers rightfully view the teaching of subject-area content as their primary responsibility, there is an increasing recognition that they must also play an active role in ensuring that students are not left behind because of reading problems. This report emphasizes that middle and high school teachers do not need…

Developed by a team of teachers, parents, school board members, community representatives, patrons, and Idaho State Department of Education specialists, this skill-based scope and sequence guide suggests target skills and offers sample assessment methods for use in reading instruction by teachers of grades K-6. The guide's purpose is to help build…

This book is a collection of ideas submitted to the National Association of Elementary School Principals (NAESP) by elementary and middle school principals of 1996-1997 Blue-Ribbon Schools selected by the United States Department of Education. Each of the ideas presented offers a way for the teachers to raise students' reading levels and give them…

Teachers must continuously appraise student progress in reading achievement. Techniques to facilitate this appraisal include (1) teacher observation, (2) checklists, (3) teacher written tests, (4) criterion referenced tests, (5) standardized tests, (6) rating scales, (7) anecdotal records, and (8) conferences. Once a comprehensive program of…

Intended specifically for tutors who want to use proven teaching techniques but who have limited time and resources, this book offers dozens of teaching ideas as well as useful information on curriculum development, instruction, and appropriate reading materials. The teaching strategies in the book were adapted from articles published in the…

This paper responds to the complaints of several content area teachers that their students are not reading on grade level, and therefore are not able to engage in classroom activities. The paper is divided into two sections: the first section discusses research, effective instructional strategies, and steps to remedy the problem for working with…

Maintains that 40% of 13-year-old students and 16% of 18-year-old students have not acquired intermediate reading skills. Asserts that teachers must strengthen students' motivation if they are to help them improve literacy skills. Recommends classroom activities and reading materials on this topic. (CFR)