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Peer reviewedMason, Linda H.; Harris, Karen R.; Graham, Steve – Education and Treatment of Children, 2002
A theoretically and empirically based intervention, Self-Regulated Strategy Development (SRSD), for students who struggle with academic tasks is described. The instructional implications and evaluation of performance for one student with learning and behavioral difficulties highlights the usefulness of this instructional approach. Six individual…
Descriptors: Behavior Disorders, Case Studies, Elementary Education, Learning Disabilities
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Direct linkHarris, Karen R.; Friedlander, Barbara Danoff; Saddler, Bruce; Frizzelle, Remedios; Graham, Steve – Journal of Special Education, 2005
A counterbalanced, multiple-baseline, across-subjects design was used to determine if attention and performance monitoring had differential effects on the on-task and spelling study behavior of 6 elementary students with attention-deficit/hyperactivity disorder (ADHD) in the general education classroom. Both self-monitoring of attention and…
Descriptors: General Education, Spelling, Learning Disabilities, Attention Deficit Disorders
Harris, Karen R.; Graham, Steve; Mason, Linda – TEACHING Exceptional Children, 2002
The benefits of a self-regulated strategy development approach for teaching elementary school students with learning disabilities how to write opinion essays are discussed, and the steps of the POW plus TREE strategy of instruction are outlined: develop background knowledge, discuss, model, memorize, support it, and perform independently.…
Descriptors: Elementary Education, Expository Writing, Learning Disabilities, Self Management
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