Request Inspection Copy

If you are an Academic or Teacher and wish to consider this book as a prescribed textbook for your course, you may be eligible for a complimentary inspection copy. Please complete this form, including information about your position, campus and course, before adding to cart.

* Required Fields

To complete your Inspection Copy Request you will need to click the Checkout button in the right margin and complete the checkout formalities. You can include Inspection Copies and purchased items in the same shopping cart, see our Inspection Copy terms for further information.

Any Questions? Please email our text Support Team on text@footprint.com.au

Submit

Email this to a friend

* ALL required Fields

Order Inspection Copy

An inspection copy has been added to your shopping cart

Strategy Instruction for Students with Learning Disabilities 2ed

by Robert Reid, Torri Ortiz Lienemann and Jessica L. Hagaman Guilford Publications
Pub Date:
09/2013
ISBN:
9781462511983
Format:
Pbk 308 pages
Price:
AU$85.00 NZ$88.70
Product Status: In Stock Now
add to your cart
Instructors
& Academics:
Available as eBook
AU$85.00 | NZ$97.57

Other Available Formats:

Filling an important need for K–12 educators, this highly practical book provides a step-by-step guide to cognitive strategy instruction, one of the most effective instructional techniques for struggling learners. The authors present well-validated strategies that target self-regulated learning and study skills as well as performance in specific content areas, such as writing, reading, and math. Detailed classroom examples illustrate how to teach the strategies systematically and monitor student outcomes. More than 20 reproducible worksheets, checklists, and other tools are included; purchasers get access to a Web page where they can download and print these materials in a convenient 8 1/2'' x 11'' size.

New to This Edition
*Chapter on lesson planning, including extensive sample lessons for two strategies.
*Chapter on handwriting and spelling.
*New material on response to intervention and on attention-deficit/hyperactivity disorder (ADHD).
*Expanded coverage of working memory.
*Additional strategies throughout the content-area chapters.

1. Why Use Strategy Instruction?2. Building Background Knowledge3. The Self-Regulated Strategy Development Model4. How to Implement the SRSD Model5. Self-Regulation Strategies6. Implementing Self-Regulation Strategies7. Integrating Strategies and Self-Regulation8. Creating Lesson Plans Using the SRSD Model9. Strategies for Handwriting and Spelling10. Strategies for Written Language11. Strategies in Reading Comprehension12. Strategies in Mathematics13. Study Skills Strategies14. Mnemonics

"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)
Robert Reid, PhD, is Professor in the Department of Special Education and Communication Disorders at the University of Nebraska–Lincoln. Dr. Reid's research focuses on children with attention-deficit/hyperactivity disorder (ADHD) and on strategy instruction. He 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 to meet the needs of all students, specifically data-driven instructional interventions. 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 levels. Her research interests include early intervention for at-risk students, strategy instruction, and academic interventions.