The Learning-to-Learn Strategies of Adolescent Students With Disabilities

Englert, Carol Sue; Mariage, Troy V.; Okolo, Cynthia M.; Shankland, Rebecca K.; Moxley, Kathleen D.; Courtad, Carrie Anna; Jocks-Meier, Barbara S.; O’Brien, Joe; Martin, Nicole M.; Chen, Hsin Yuan

doi:10.1177/1534508408318804

Cited by 26 publications

(24 citation statements)

References 28 publications

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“…For example, Englert et al (2009) found that when teachers developed a program to help students with learning disabilities develop questioning strategies in science class, these students progressed significantly, improving their awareness of textual units and comprehension of texts.…”

Section: Cognitive Load and Note Takingmentioning

confidence: 98%

Digital Note Taking: The Use of Electronic Pens with Students with Specific Learning Disabilities

Belson

Hartmann

Sherman

2013

J Spec Educ Technol

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This article describes a study of the use of a digital note-taking technology with high school students with specific learning disabilities. The goal of the project was to understand the degree to which this intervention has the potential to support students' note-taking skills, promote retention of material, and reduce cognitive effort during note taking. The authors offer recommendations for ways in which existing features and uses of this technology can be improved and enhanced. The findings of this research suggest that the use of digital pens can increase the quality of student notes and note-taking strategies. Based on this pilot study, the pens are recommended for use in particular types of course activities for students with language-based learning disabilities. (2007) pointed out, most of the developments in the field of special education technology have suffered from a lack of understanding of the specific instructional needs of students with learning disabilities. These researchers go on to assert that access to technology is not meaningful unless the tools are integrated into the instructional setting and matched to the needs of the learner. Anderson-Inman (2009) expands on this idea by suggesting that technology needs to match the media rich environments that exist in student's lives today. She suggests that students have the opportunity to make use of digital tools not only to collect information, but also to expand their own understandings and share their knowledge with others. Further research into the possibilities afforded to students with learning disabilities via new technologies such as digital note-taking tools is needed, particularly when that research is based in the classroom and connected to the curriculum and teachers' everyday practice. A s Boone and Higgins

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Section: Cognitive Load and Note Takingmentioning

confidence: 98%

Digital Note Taking: The Use of Electronic Pens with Students with Specific Learning Disabilities

Belson

Hartmann

Sherman

2013

J Spec Educ Technol

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“…For individuals with and without disabilities, the aspect of composing expository text is not easily undertaken (Englert et al, 2009; Salahu-Din, Persky, & Miller, 2008). The 2007 National Assessment of Educational Progress provided an appraisal of eighth- and twelfth-graders’ writing skills and determined that only 33% of the participants fell within the proficient range (Salahu-Din et al, 2008).…”

mentioning

confidence: 99%

“…The 2007 National Assessment of Educational Progress provided an appraisal of eighth- and twelfth-graders’ writing skills and determined that only 33% of the participants fell within the proficient range (Salahu-Din et al, 2008). With regard to producing written passages, students with disabilities commonly experience difficulties developing a comprehensive plan, generating sentences beyond listing topical knowledge, and revising compositions further than the correction of grammatical errors (Englert et al, 1988; Englert et al, 2009; Graham & Harris, 2003; Harris, Graham, & Mason, 2003; Hayes & Flower, 1987).…”

mentioning

confidence: 99%

Essay-Writing Strategy for Students Enrolled in a Postsecondary Program for Individuals With Developmental Disabilities

Woods-Groves

Therrien

Hua

et al. 2012

Remedial and Special Education

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This study investigated the efficacy of a writing (ANSWER) strategy to improve the essay test responses of students who were enrolled in a campus-based, postsecondary education program for individuals with developmental disabilities. Random assignment to treatment or control groups and a pre- and posttest design were employed. Students used the six-step ANSWER strategy to analyze essay test prompts, construct outlines, generate essay responses, and revise as needed. The results were evaluated using a strategy scoring rubric. The treatment group received higher scores than the control group in the areas of strategy use and quality of essay responses. The results support the ANSWER strategy as an effective writing intervention for improving students’ essay responses.

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“…• Explicitly teach key vocabulary utilized in content area texts (Fang, 2006), • Supplement students' background knowledge about relevant concepts upon which the new readings are intended to build ), • Provide instruction in making inferences about the relationship among ideas in the text (Englert et al, 2009;Meyer et al, 2010), and • Improve students' metacognitive strategies by having them generate or answer questions while reading as well as monitor their comprehension by paraphrasing or summarizing (Berkeley, Mastropieri, & Scruggs, 2011;Thiede, Anderson, & Therriault, 2003).…”

Section: Reading Instruction For Students With Reading Disabilities: mentioning

confidence: 99%

Improving Reading Comprehension of Middle and High School Students

Santi¹,

Reed²

2015

Literacy Studies

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While language defines humanity, literacy defines civilization. Understandably, illiteracy or difficulties in acquiring literacy skills have become a major concern of our technological society. A conservative estimate of the prevalence of literacy problems would put the figure at more than a billion people in the world. Because of the seriousness of the problem, research in literacy acquisition and its breakdown is pursued with enormous vigor and persistence by experts from diverse backgrounds such as cognitive psychology, neuroscience, linguistics and education. This, of course, has resulted in a plethora of data, and consequently it has become difficult to integrate this abundance of information into a coherent body because of the artificial barriers that exist among different professional specialties. The purpose of this series is to bring together the available research studies into a coherent body of knowledge. Publications in this series are of interest to educators, clinicians and research scientists in the above-mentioned specialties. Some of the titles suitable for the Series are: fMRI, brain imaging techniques and reading skills, orthography and literacy; and research based techniques for improving decoding, vocabulary, spelling, and comprehension skills. This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made.Printed on acid-free paper Springer International Publishing AG Switzerland is part of Springer Science+Business Media (www. springer.com) AbstractThe focus of this Springer Literacy Edition is to provide the most current research regarding instruction in the area of comprehension for middle and high school students. Each author of the first four chapters will focus on a core subject area in middle and high school and discuss the current research along with instructional implications for this particular population. Core subject areas are defined as social studies/history, science, English language arts, and mathematics. Three additional chapters on special educatio...

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The Learning-to-Learn Strategies of Adolescent Students With Disabilities

Cited by 26 publications

References 28 publications

Digital Note Taking: The Use of Electronic Pens with Students with Specific Learning Disabilities

Digital Note Taking: The Use of Electronic Pens with Students with Specific Learning Disabilities

Essay-Writing Strategy for Students Enrolled in a Postsecondary Program for Individuals With Developmental Disabilities

Improving Reading Comprehension of Middle and High School Students

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