Tagged as: Go for it
Fluency Instruction
Richard Kubina and Charles Hughes, Pennsylvania State University
Alert Issue 15, Spring 2008
Oral reading fluency occurs when a person reads accurately, at an appropriate rate, and with prosody (Hudson, Lane, & Pullen, 2005). Reading fluency instruction may include methods such as repeated reading; contingent reinforcement; goal setting and feedback; goal setting, feedback, and contingent reinforcement; and previewing. All of these methods show promise in improving reading fluency.
ReadingFunctional Behavioral Assessment
Angela S. McIntosh, San Diego State University
Alert Issue 16, Winter 2008
Functional behavioral assessment (FBA) is a systematic way of gathering data to assess environmental variables that contribute to problem behaviors. Using reliable FBA data, educators and other clinicians can alter those environmental factors—antecedents and consequences of the behavior—and thereby change the behavior. Although FBA was originally developed to address severe behavior problems, it is mandated […]
Assessment BehaviorSelf-Regulated Strategy Development
Kelley Regan and Margo A. Mastropieri, George Mason University
Alert Issue 17, Spring 2009
Self-Regulated Strategy Development (SRSD) for writing is an empirically validated model for supporting students as they write by helping them to develop relevant cognitive and self-regulation skills. SRSD for writing has been studied in K-12 classrooms with students who struggle with planning, composing, revising, or evaluating writing. SRSD for writing encourages students to accomplish writing […]
WritingVocabulary Instruction
Sheri Berkeley, University of Georgia, and Tom Scruggs, George Mason University
Alert Issue 18, Spring 2010
It is important that students not only expand their vocabulary through indirect learning (such as reading), but also through direct, explicit instruction of vocabulary. Of course, it is not feasible to provide direct explicit instruction of every word that a student needs to know. For this reason, teachers need to target specific vocabulary words purposefully. […]
ReadingCognitive Strategy Instruction
Jennifer Krawec, Missouri State University, and Marjorie Montague, University of Miami
Alert Issue 19, Spring 2012
Cognitive strategy instruction (CSI), an explicit instructional method that has been applied to multiple academic tasks, provides a means for educators to promote independent competence by students with learning disabilities across elementary, secondary, and post-secondary settings. CSI has a very strong evidence base; employs systematic, explicit instructional procedures that have been validated extensively; and can […]
Content Areas Mathematics ReadingSelf-determined Learning Model of Instruction
Wendy Cavendish and Raymond Rodriguez, University of Miami
Alert Issue 20, Summer 2013
The Self-determined Learning Model of Instruction has been used with students with a variety of disabilities, including learning disabilities. Its purpose is to provide a model for teachers to use to instruct their students in ways to become causal agents in their own lives, leading them to self-directed learning.
BehaviorStrategy Instruction That Primes the Problem Structure
Asha Jitendra, Professor, University of Minnesota and Amy Lein, Doctoral Student, University of Minnesota
Issue 22, Winter 2015
Strategy instruction that primes the problem structure is an instructional approach designed to facilitate students’ mathematical word problem solving performance.
MathematicsContent Enhancement Routines
Terese C. Aceves, Loyola Marymount University, and Nanette S. Fritschmann, National University
Issue 24, Winter 2016
The authors provide information about Content Enhancement Routines (CER). CERs integrate several procedures for planning instruction and strategically teaching students the content supported by the use of content enhancements to promote the acquisition, storage, expression, demonstration, and generalization of complex content information. They aid comprehension and content acquisition.
Content AreasPeer-mediated Instruction for Secondary Students
Jade Wexler, University of Maryland and Deborah Reed, University of Iowa
Issue 25, Spring 2016
According to the authors, peer-mediated instruction is a broad term for an instructional format that requires same-age peers to take on roles and follow a systematic procedure to learn content and/or improve skills. Peer-mediated instruction can be implemented in many formats and a variety of contexts. It is meant to take advantage of the heterogeneity of skill levels and interests in secondary content area courses.
Content AreasCollaborative Strategic Reading
Wendy Cavendish and Kristen Hodnett
Alert Issue 26, Winter 2017
Collaborative Strategic Reading (CSR) is a peer-mediated reading comprehension instructional model informed by the methods in reciprocal teaching, cooperative learning, and transactional strategies instruction. The strategies in CSR are designed to teach students with diverse abilities comprehension strategies for use with expository text. Wendy Cavendish and Kristen Hodnett describe and provide evidence for CSR in this Go For It! Alert.
Reading