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Direct linkFaggella-Luby, Michael; Schumaker, Jean S.; Deshler, Donald D. – Learning Disability Quarterly, 2007
The effects of using the Embedded Story-Structure (ESS) Routine in a literature course were investigated. A heterogeneous group of 79 ninth graders, including 14 students with LD, were randomly assigned to one of two conditions, with instruction occurring in groups of 12 to 14 students in general education literature classes over a nine-day…
Descriptors: Reading Comprehension, Reading Strategies, Reading Instruction, Instructional Effectiveness
Peer reviewedLenz, B. Keith; Deshler, Donald D. – Teacher Education and Special Education, 1990
The paper argues that the strategies instructional approach should be infused into preservice teacher training programs. Reconfiguration of course structures and preparation experiences should include not only "what" is taught about learning and teaching, but also "how" teacher trainers incorporate the principles of strategies…
Descriptors: Course Content, Educational Principles, Higher Education, Instructional Effectiveness
Peer reviewedDeshler, Donald D.; Bulgren, Janis A. – Learning Disabilities: A Multidisciplinary Journal, 1997
Discusses major outcome goals and proposes the use of a system of learning strategies and instructional procedures known as content enhancement with an academically diverse group of students, including gifted students with learning disabilities. Content-enhancing instructional routines focus on organization, understanding, recall, and application…
Descriptors: Classroom Techniques, Concept Formation, Elementary Secondary Education, Gifted Disabled
