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Download full textBruce, Merle E.; Robinson, Gregory L. – 1999
This paper reports on a series of three studies designed to assess the effectiveness of a metacognitive approach to teaching word identification and reading comprehension skills to upper primary poor readers, and to investigate effective methods for implementing the metacognitive program in the regular classroom. To improve word identification…
Descriptors: Foreign Countries, Instructional Effectiveness, Intermediate Grades, Metacognition
Peer reviewedSlater, Wayne H.; Horstman, Franklin R. – Preventing School Failure, 2002
Discussion of the importance of cognitive strategy instruction is followed by consideration of reciprocal teaching as an optimal method for teaching both reading and writing to middle and high school students with reading/writing difficulties. Reciprocal teaching emphasizes teaching learners how to ask questions, clarify issues, summarize text,…
Descriptors: Cognitive Processes, High Schools, Learning Strategies, Metacognition
Peer reviewedMarston, Douglas; And Others – Exceptional Children, 1995
Research-based reading interventions (peer tutoring, reciprocal teaching, effective teaching principles, computer-aided instruction, and two direct instruction models) were implemented by 37 special-education resource teachers working with 176 elementary school students with mild disabilities. The computer-assisted, reciprocal, and direct…
Descriptors: Computer Assisted Instruction, Elementary Education, Instructional Effectiveness, Instructional Improvement
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