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Baker, Joshua N.; Rivera, Christopher; Devine, Stephanie; Mason, Lee – Intervention in School and Clinic, 2019
This article provides six fundamental steps for using a task analysis to teach emergent literacy skills to young learners with autism spectrum disorder (ASD). Compared to general education peers, students with ASD score lower on reading measures and often have difficulty acquiring literacy skills via the instruction methods used in typical…
Descriptors: Emergent Literacy, Pervasive Developmental Disorders, Autism, Task Analysis
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Dietiker, Leslie C.; Gonulates, Funda; Smith, John P., III – Teaching Children Mathematics, 2011
Although the Curriculum Principle in "Principles and Standards for School Mathematics" states, "A school mathematics curriculum is a strong determinant of what students have an opportunity to learn and what they do learn," this article seeks to help teachers enhance tasks found in commonly used textbooks to create additional opportunities for…
Descriptors: Elementary School Mathematics, Textbooks, Educational Opportunities, Measurement
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Stahl, Katherine A. Dougherty; Bravo, Marco A. – Reading Teacher, 2010
One of the challenges of teaching disciplinary vocabulary effectively is the paucity of available, classroom-friendly vocabulary assessments that can be used to gauge students' vocabulary growth and to inform vocabulary instruction. This article describes the intricacies of word knowledge that make assessment difficult. Three continua…
Descriptors: Vocabulary, Vocabulary Development, Reading Instruction, Reading Teachers
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Delano, Monica E.; Stone, Liz – Beyond Behavior, 2008
Many students identified with emotional or behavioral disorders have social skill deficits, often displayed as less mature or inappropriate social behavior. Students may have difficulty engaging in appropriate play or social interactions and may at times become aggressive. The inability to interact with others has a negative impact on academic…
Descriptors: Intervention, Social Behavior, Autism, Behavior Disorders
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Lane, Kathleen Lynne; Graham, Steve; Harris, Karen R.; Weisenbach, Jessica L. – TEACHING Exceptional Children, 2006
Learning to write is a complex process that depends on mastering a variety of processes and skills, including how to plan compositions and regulate writing behavior. One approach that has been used successfully to teach both good and poor writers such processes is Self-Regulated Strategy Development (SRSD). With SRSD, students are taught…
Descriptors: Writing Strategies, Behavior Disorders, Teaching Methods, Writing (Composition)