Synopses & Reviews
eeveiws the logic and importance of using strategy instruction.
This book is especially important because there has been little attention to addressing the needs of secondary school students whose skill base is weak. It presents the strategies empirically validated as appropriate for middle and high school students. The logic and importance of using strategy instruction with these students is reviewed. Each chapter then presents the concepts underlying the use of strategies in specific subject or skill areas across the curriculum, followed by the empirically validated strategies appropriate to that subject matter, with an emphasis for the teacher of how to teach and support the strategies.
Cognitive Strategy Instruction for Middle and High Schools addresses the unique strategy needs of middle and high school students who are experiencing learning difficulties. Cognitive strategies enable students to actively organize and respond to learning tasks, improving their performance in the subject matter. This book identifies and explains the empirically validated cognitive strategies and provides explicit examples about when and in what circumstances each of these strategies should be used. Each chapter presents teachers with the concepts underlying the use of strategies in a specific subject or skill area, followed by the empirically validated strategies appropriate to that subject matter. The topics covered include mnemonics training, learning from direct teaching, reading comprehension, writing, general problem solving, algebra, science, computer use, second-language learning, test taking, plus a special section aimed at students with learning disabilities. References are included for the teaching professional who wants more information.