Teaching Study Skills to Students with Mild Handicaps: The Role of the Classroom Teacher

Decker, Karen; Spector, Susan; Shaw, Stan F.

doi:10.1080/00098655.1992.10114225

Cited by 10 publications

(3 citation statements)

References 7 publications

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“…Wong (1994) concluded that children with mild disabilities fail to actively plan and evaluate their own studying behaviors. Similarly, Decker, Spector, and Shaw (1992) found that students with lower academic achievement have a restricted range of study skills and tend to employ these skills to all learning contexts regardless of content and level of difficulty. In addition, researchers have shown that low-achieving students use study strategies less frequently than their higher achieving counterparts, and frequency of strategy use demonstrates positive relationships with performance on standardized achievement tests and completion of homework (Zimmerman & Martinez-Pons, 1986).…”

Section: Study Skillsmentioning

confidence: 94%

Academic enablers and student achievement: Implications for assessment and intervention services in the schools

DiPerna

2005

Psychology in the Schools

100

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Academic enablers have been defined as attitudes and behaviors that facilitate students' participation in, and benefit from, academic instruction in the classroom (J.C. DiPerna & S.N. Elliott, 2000). The purpose of this article is to provide practitioners with an overview of specific academic enablers (motivation, study skills, engagement, and social skills) and their relationships with academic achievement. In addition, a practical framework is provided for considering academic enablers within assessment and intervention practices in the schools. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 7–17, 2006.

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Section: Study Skillsmentioning

confidence: 94%

Academic enablers and student achievement: Implications for assessment and intervention services in the schools

DiPerna

2005

Psychology in the Schools

100

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“…As mentioned previously, secondary students have many demands on their time (e.g., school, homework, extracurricular activities, jobs, family, friends), and effective organizational and management skills are necessary for success (Decker, Spector, & Shaw, 1992). Many students at the secondary level have poor organizational skills-they forget to write assignments down, lose papers because they have no systematic way of keeping track of them, either don't complete homework or forget to turn it in, and have difficulty managing long-term assignments.…”

Section: Management Domainmentioning

confidence: 99%

Using Study Skills to Become Independent Learners in Secondary Content Classes

Paulsen

Sayeski

2013

Intervention in School and Clinic

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Adolescent students with learning disabilities (LD) often have a difficult time in secondary general education classes for a variety of reasons. One reason is the lack of study skills necessary to successfully navigate through content area courses. As secondary students with LD spend more time in the general education classroom, it is important for them to learn and apply these study skills that help them become independent learners. There are many skills that fall under the broad term of study skills; in this article, five strategies that fall under the umbrella term of study skills are discussed: guidelines for using the explicit instruction model for teaching study habits, time management, self-management, obtaining information from textbooks and lectures, and interpreting visual aids.

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“…Hoover i Patton (1995) definiraju vještine učenja kao vještine koje uključuju pamćenje, organiziranje, sintetiziranje i primjenu naučenoga materijala. Decker, Spector i Shaw (1992) primijetili su da učenici lošijeg uspjeha rabe manji broj vještina te da rabe iste vještine učenja neovisno o različitom kontekstu i težini gradiva. Hattie, Biggs i Purdie (1996) analizirali su 53 istraživanja u kojima su razmatrane vještine učenja i školski uspjeh te zaključuju da je efikasno ponašanje u školi zajedno s kvalitetnim pristupom učenju povezano s boljim ishodima u školi.…”

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Student School Achievement: Testing a Model of Academic Competence

Dević

2019

Drustvena istrazivanja

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U radu su razmotrena obilježja povezana sa školskim uspjehom učenika osnovne škole u skladu s teorijskim modelom školske kompetencije (DiPerna, Volpe i Elliot, 2002, 2005). Cilj je provjeriti mogućnost objašnjenja školskog uspjeha učenika navedenim modelom, uz dodatno uključivanje intelektualnih sposobnosti. U istraživanju su sudjelovali učenici sedmih i osmih razreda (N = 393) iz pet osnovnih škola Grada Zagreba i uže okolice te njihovi nastavnici (N = 22). Rezultati strukturnoga modeliranja pokazuju da model s procjenama nastavnika dobro pristaje podacima te se tako može objasniti 55 % varijance školskog uspjeha. Pri tome se motivacija pokazala potpunim medijatorom odnosa školskih vještina i socijalnih vještina sa školskim uspjehom te djelomičnim medijatorom odnosa inteligencije i školskog uspjeha. Najveći ukupni efekt na uspjeh ima motivacija učenika i njihove vještine učenja, dok ostala obilježja koja potiču uspjeh i intelektualne sposobnosti imaju slabiji učinak.

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Teaching Study Skills to Students with Mild Handicaps: The Role of the Classroom Teacher

Cited by 10 publications

References 7 publications

Academic enablers and student achievement: Implications for assessment and intervention services in the schools

Academic enablers and student achievement: Implications for assessment and intervention services in the schools

Using Study Skills to Become Independent Learners in Secondary Content Classes

Student School Achievement: Testing a Model of Academic Competence

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