Packed with useful tools, this practitioner guide and course text helps educators assess and teach essential literacy skills and strategies at all grade levels (PreK-12). All six literacy modalities are addressed--listening, speaking, reading, writing, viewing, and visually representing. Chapters on specific literacy processes integrate…

The Effective Instructional Strategies Series is a collection of six booklets based on the components used in Pacific Communities with High-performance In Literacy Development (Pacific CHILD), a principles-based professional development program consisting of research-based teaching and learning strategies proven to help improve students' reading…

The authors examined the effectiveness of strategy instruction taught by general educators in mixed-ability classrooms. Specifically, the authors compared the mathematical word problem-solving performance and computational skills of students who received schema-based instruction (SBI) with students who received general strategy instruction (GSI).…

The Effective Instructional Strategies Series is a collection of six booklets based on the components used in Pacific Communities with High-performance In Literacy Development (Pacific CHILD), a principles-based professional development program consisting of research-based teaching and learning strategies proven to help improve students' reading…

As instructors move further into the incorporation of 21st century technologies in adult education, a new paradigm of digitally-enriched mediated learning has emerged. This book provides a comprehensive framework of trends and issues related to adult learning for the facilitation of authentic learning in the age of digital technology. This…

This document defines learning as a process of knowledge and skills acquisition, application, reinforcement, and refinement that cannot be rushed. Each student brings to assigned tasks a personal perspective compiled of native abilities, acquired skills, personal interests, prior experiences, the home environment, exposure to diverse learning…

Eight students (aged 9 to 14) with learning disabilities were placed in a variety of spelling programs and followed a variety of study schedules. Results showed that students averaged more words spelled correctly when they used planning and self-recording strategies than when they did not use these student-directed strategies. (JDD)

Research based instructional procedures to facilitate generalization of learning strategies by remedial students are offered at four levels of generalization: antecedent, concurrent, subsequent, and independent. Within each level, specific procedures mediated by the special teacher, the regular teacher, peer, and/or student are illustrated.…

Whatever grade level, content, or texts that educators teach, their ultimate goal is to develop their students' understanding of what they read. The 29 articles in this anthology were published in "The Reading Teacher" from 1993 to 1999 and offer ideas to help students comprehend different types of texts and literacies, from technology…

Research has informed educators about the value of preparing students for reading in the content areas, but how do teachers begin the complicated task of planning effective prereading activities that maximize their students' learning? This book provides practical activities that promote the learning of adolescents in their daily work in content…

Addresses the problem of the effectiveness of teaching methodologies on fundamental engineering courses such as transport phenomena. Recommends the colloquial approach, an active learning strategy, to increase student involvement in the learning process. (ZWH)

This study used a seven-stage instructional methodology to successfully teach a comprehensive test-taking strategy to six secondary learning-disabled students. Evidence of maintenance and generalization is reported. In the second article, answers are presented to questions about strategy training in general and this study in particular. (Author/DB)

Comparison of three learning strategies (elaborative interrogation, spontaneous strategy, or repetition control) with 53 high achievers in grades 5 and 6 found that both elaborative interrogation and spontaneous strategy conditions were equally effective and both were superior to the repetition condition. (DB)

A five-step process that resource teachers and others can use to develop their own learning strategies is described. Several examples of teacher-generated strategies with evidence of their effectiveness are offered. (DB)

The Learning Cycle, a popular medium for teaching science lessons, can be used to teach a language arts lesson on acronyms, an appropriate skill topic for students in grades four through six. Acronyms are fascinating words that can challenge students to solve the puzzle of what the letters stand for. The three-phase Learning Cycle arranges…