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Strategy Instruction for Students with Learning Disabilities, Second Edition de Robert Reid

Strategy Instruction for Students with Learning Disabilities, Second Edition: What Works for Special-Needs Learners

Autor Robert Reid, Torri Ortiz Lienemann, Jessica L. Hagaman
en Limba Engleză Paperback – 29 oct 2013

Cea de-a doua ediție a lucrării Strategy Instruction for Students with Learning Disabilities reprezintă o actualizare esențială pentru cadrele didactice din învățământul preuniversitar, aducând îmbunătățiri metodologice semnificative față de versiunea anterioară. Subliniem introducerea unor capitole integral noi, dedicate planificării lecțiilor — ce includ exemple detaliate pentru strategii specifice — și instruirii în domeniul scrisului de mână și al ortografiei. Considerăm că extinderea conținutului pentru a acoperi domenii critice precum memoria de lucru, intervenția prin modelul Response to Intervention (RTI) și managementul educațional pentru elevii cu ADHD transformă acest volum într-un instrument de lucru indispensabil.

Structura cărții urmărește o progresie logică, de la fundamentarea teoretică a instruirii prin strategii, până la implementarea riguroasă a modelului Self-Regulated Strategy Development (SRSD). Primele capitole stabilesc cadrul conceptual, în timp ce secțiunile ulterioare oferă soluții pragmatice pentru arii curriculare diverse: scriere, înțelegerea lecturii și matematică. Această abordare practică este susținută de peste 20 de resurse reproductibile, facilitând aplicarea imediată la clasă.

În contextul operei autorului, volumul se corelează direct cu expertiza sa în evaluarea clinică, vizibilă în ADHD Rating Scale-5 for Children and Adolescents, Revised Edition, dar mută accentul de la diagnostic către intervenția pedagogică directă. Strategy Instruction for Students with Learning Disabilities completează perspectiva oferită de Strategy Instruction for Middle and Secondary Students with Mild Disabilities, adăugând un cadru de aplicabilitate mai larg, ce acoperă întregul parcurs K-12 și pune un accent sporit pe autoreglare, nu doar pe deprinderi academice izolate. Ne-a atras atenția rigoarea cu care autorii integrează mnemotehnica și abilitățile de studiu, oferind o viziune unitară asupra succesului școlar pentru elevii cu dificultăți de învățare.

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Specificații

ISBN-13: 9781462511983
ISBN-10: 1462511988
Pagini: 308
Dimensiuni: 178 x 254 x 24 mm
Greutate: 0.58 kg
Ediția:Revizuită
Editura: Guilford Publications
Colecția Guilford Press
Seria What Works for Special-Needs Learners

Public țintă

Professional Practice & Development

De ce să citești această carte

Această carte este o resursă fundamentală pentru profesorii de sprijin și psihopedagogii care doresc să implementeze modelul SRSD. Cititorul câștigă acces la strategii validate științific și instrumente gata de utilizat (fișe, liste de control) care transformă procesul de învățare dintr-un efort pasiv într-unul strategic și autoreglat. Este soluția ideală pentru a sprijini elevii cu ADHD sau deficiențe de învățare în atingerea obiectivelor curriculare.

Despre autor

Robert Reid este un specialist recunoscut în educația și tratamentul copiilor cu dizabilități de învățare și ADHD. Profesor universitar cu o vastă experiență în metode de educație specială, Dr. Reid s-a concentrat în cariera sa pe evaluarea funcțională și instruirea prin strategii cognitive. Contribuțiile sale în domeniul sănătății mintale a copilului au fost recunoscute prin premiul Jeannie Balilies. Expertiza sa se reflectă într-o bibliografie diversă, de la instrumente de diagnostic precum ADHD Rating Scale-5, până la studii aprofundate despre instruirea strategică, fiind totodată un editor consultant activ în comunitatea academică.

Descriere scurtă

Filling an important need for K-12 educators, this highly practical book provides a step-by-step guide to cognitive strategy instruction, one of the most effective instructional techniques for struggling learners. The authors present well-validated strategies that target self-regulated learning and study skills as well as performance in specific content areas, such as writing, reading, and math. Detailed classroom examples illustrate how to teach the strategies systematically and monitor student outcomes. More than 20 reproducible worksheets, checklists, and other tools are included; purchasers get access to a webpage where they can download and print these materials in a convenient 8 1/2" x 11" size.

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.

Cuprins

1. Why Use Strategy Instruction?
2. Building Background Knowledge
3. The Self-Regulated Strategy Development Model
4. How to Implement the SRSD Model
5. Self-Regulation Strategies
6. Implementing Self-Regulation Strategies
7. Integrating Strategies and Self-Regulation
8. Creating Lesson Plans Using the SRSD Model
9. Strategies for Handwriting and Spelling
10. Strategies for Written Language
11. Strategies in Reading Comprehension
12. Strategies in Mathematics
13. Study Skills Strategies
14. Mnemonics

Recenzii

Among the most powerful factors in moving the achievement needle for students with learning difficulties is high-quality strategy instruction. This book is a gold mine for teachers--it is brilliantly conceptualized and written. It provides a broad array of evidence-based practices that will transform how educators think about and design instruction for students who struggle in school. This second edition will remain one of the most frequently used resources for successfully teaching students how to learn.--Donald D. Deshler, PhD, Williamson Family Distinguished Professor of Special Education and Director, Center for Research on Learning, University of Kansas

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)--PsycCRITIQUES, 4/1/2007

Notă biografică

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.
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