The learning-to-learn strategies of adolescent students with disabilities: Highlighting, notetaking, planning, and writing expository texts

Author: 
Englert, C. S., Mariage, T. V., Okolo, C. M., Shankland, R., Moxley, K., Courtad, C., Jocks-Meier, B., O’Brien, J. C., Martin, N., & Chen, H.Y.
Year: 
2009

The study examined the learning-to-learn strategies of students with and without disabilities as they highlighted, took notes, planned, and wrote expository texts in social studies and science. Learning-to-learn skills are important to student reading and writing performance. To assess student performance, the study used assessment tools developed as part of the ACCelerating Expository Literacy (ACCEL) project to evaluate the strategic routines that students used to obtain, summarize, and represent key information in content-area text.

Type: 
Research
Common Core State Standards: 
Literacy in Science & Technical Subjects
Literacy in History/Social Studies
Writing
Instructional Strategies: 
Summarizing
Prewriting
Drafting
Supporting Struggling Students: 
Differentiation

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