The Learning-to-Learn Strategies of Adolescent Students with Disabilities: Highlighting, Note Taking, Planning, and Writing Expository Texts

Autor/inn/en	Englert, Carol Sue; Mariage, Troy V.; Okolo, Cynthia M.; Shankland, Rebecca K.; Moxley, Kathleen D.; Courtad, Carrie Anna; Jocks-Meier, Barbara S.; O'Brien, J. Christian; Martin, Nicole M.; Chen, Hsin-Yuan
Titel	The Learning-to-Learn Strategies of Adolescent Students with Disabilities: Highlighting, Note Taking, Planning, and Writing Expository Texts
Quelle	In: Assessment for Effective Intervention, 34 (2009) 3, S.147-161 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508408318804
Schlagwörter	Learning Strategies; Disabilities; Metacognition; Grade 7; Essays; Writing Strategies; Writing Instruction; Special Education; Writing Processes; Writing Skills; Notetaking; Expository Writing; Content Area Writing + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Handicap; Behinderung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; School year 07; 7. Schuljahr; Schuljahr 07; Essay; Aufsatzunterricht; Schreibtechnik; Schreibunterricht; Special needs education; Sonderpädagogik; Sonderschulwesen; Writing skill; Schreibfertigkeit; Schriftliche Übung
Abstract	This study focuses on an examination of the learning-to-learn strategies of seventh-grade students as they highlight, take notes, plan, organize, and write expository texts. Participants consist of 125 students, 41 with disabilities and 84 without disabilities. The results reveal that the students with disabilities have more difficulties in using the learning-to-learn strategies as they read, study, and write expository texts, although neither group is judged to be highly proficient. The implications point to a renewed emphasis on preparing content-area teachers to teach the literacy and learning strategies that support the development of learners who know how to read to learn and how to write to learn. (Contains 7 figures and 1 table.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10