Procedural Facilitators and Cognitive Strategies: Tools for Unraveling the Mysteries of Comprehension and the Writing Process, and for Providing Meaningful Access to the General Curriculum

Abstract

A solid, emerging research base exists to inform how we provide meaningful access to the general education curriculum for students with learning disabilities (LD). For example, the presentation of challenging content to academically diverse learners can be demystified using content enhancement techniques. Additionally, a range of strategies can be taught to enhance reading comprehension and expressive writing abilities. Examples from several lines of research in comprehension and writing are used to highlight the underlying features of these empirically based approaches and to introduce the reader to the history of this expanding body of research.

The effect of instruction type and dyadic or individual emulation on the quality of higher-order peer feedback in EFL

“…As a result, they fail to identify higher-order errors such as organisational problems or issues of content. Their revision process mainly involves proofreading and resembles a sort of ''housecleaning task'' (Baker, Gersten, & Scanlon, 2002). Furthermore, less competent revisers have fewer advanced revision strategies at their command (Faigley & Witte, 1981;Sommers, 1980).…”

Classroom Variables and Access to the General Curriculum for Students with Disabilities

“…This is in part because for many students with disabilities, particularly students wirh learning disabilities, the focus of the special education services provided has, historically, been to ensure student progress in core content areas. As such, there are not studies that speak exphcitly to the degree to which students with learning disabilities are "involved with" the general education curriculum; many studies describe instructional methods and curriculum adaptations and augmentationsshadowing, verbatim notes, graphic or advance organizers, self-regulation strategies, semantic maps, mnemonics, chunking, questioning, and visualizing strategies-to promote progress in core content areas for students with learning disabilities (Baker, Gersten, & Scanlon, 2002;Graham & Harris, 2005;Jitendra, Edwards, Choutka, & Treadway, 2002;Pressley, 2005). modifications such as augmentations (e.g., teaching students cognitive strategies) are used, student engagement and progress improves (De La Paz & MacArthur, 2003).…”

Η Σχέση Μεταξύ Των Γλωσσικών Και Των Ψυχοκοινωνικών Δεξιοτήτων Των Μαθητών: Εκπαιδευτικές Προεκτάσεις

“…Οι δυσκολίες στην ανάγνωση και τον γραπτό λόγο έ-χουν σημαντικές επιπτώσεις στην ακαδημαϊκή επίδοση των παιδιών στις τελευταίες τάξεις του δημοτικού σχολείου και στο γυμνάσιο, όπου το αναλυτικό πρόγραμμα του σχολείου βασίζεται κυρίως στη διδασκαλία μέσω της χρήσης γραπτών κειμένων (Baker, Gersten, & Scanlon, 2002).…”