Strategy Instruction for Students with Learning Disabilities (What Works for Special-Needs Learners) (Paperback)
New to This Edition
*Chapter on lesson planning, including extensive sample lessons for two strategies.
*Chapter on handwriting and spelling.
*New material on response to intervention and on attention-deficit/hyperactivity disorder (ADHD).
*Expanded coverage of working memory.
*Additional strategies throughout the content-area chapters.
Robert Reid, PhD, is Professor in the Department of Special Education and Communication Disorders at the University of Nebraska-Lincoln. His research focuses on children with attention-deficit/hyperactivity disorder (ADHD) and on strategy instruction. Dr. Reid has published more than 100 articles and book chapters and has presented at national and international conferences. Additionally, he codeveloped the ADHD-IV Rating Scale. He serves on the editorial boards of five journals and actively reviews for several others.
Torri Ortiz Lienemann, PhD, is District Learning Coordinator and Assistant Special Education Director at Norris School District 160, Firth, Nebraska. Her work focuses on providing teachers with the necessary tools, specifically data-driven instructional interventions, to meet the needs of all students. Currently, Dr. Lienemann is involved in researching vocabulary and reading comprehension in at-risk students; teaching undergraduate and graduate courses; grant writing; and creating new programs to assist students with special needs and their teachers. She has been a classroom resource teacher at the elementary, middle, and high school levels.
Jessica L. Hagaman, PhD, is Assistant Professor in the Department of Special Education and Communication Disorders at the University of Nebraska-Omaha. She specializes in the education of students with learning disabilities and at-risk students. Dr. Hagaman has classroom experience at the early childhood and elementary school levels. Her research interests include early intervention for at-risk students, strategy instruction, and academic interventions.
"An outstanding book that should be part of every teacher’s professional library. Cognitive strategy instruction is an essential part of effective differentiated instruction that meets the needs of all learners. This book provides a comprehensive framework for classroom instruction and research-based strategies to maximize instructional impact. It is well organized and accessible. I highly recommend this book to any prospective or practicing teacher who teaches students with diverse needs."--Brenda Tracy, EdD, NCSP, Elementary Principal, Norris School District, Firth, Nebraska
"There is a wealth of research on strategy instruction, but Reid et al. supply what has been missing/m-/a systematic implementation framework that teachers can understand and translate into practice. Most important, they share numerous examples that bring strategy instruction to life. The second edition demonstrates applications to new areas, notably handwriting, spelling, and the critically important area of working memory."--Daniel P. Hallahan, PhD, Charles S. Robb Professor of Education, University of Virginia
"The book emphasizes the importance of evidence-based instruction for students with learning difficulties and disabilities, and provides tools for classroom success. It is highly suitable for courses in instructional theory and methods. Current and future teachers get 'how-tos' for delivering strategy instruction to meet individual students' needs, plus an understanding of why it works. The topics are timely and well suited for teachers striving to meet Common Core State Standards initiatives."--Linda H. Mason, PhD, School of Education, University of North Carolina at Chapel Hill
"This book is clearly written, well organized, and based on sound cognitive research. It does a fine job of presenting quality study skills techniques, together with many examples and instructional aids....The book also provides a compelling rationale for teachers to invest ample time and effort in a sound, empirically supported method for teaching study skills techniques to students with LD." (on the first edition)