The Learning-to-Learn Strategies of Adolescent Students With Disabilities: Highlighting, Note Taking, Planning, and Writing Expository Texts
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 w...
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| Veröffentlicht in: | Assessment for effective intervention 2009-06, Vol.34 (3), p.147-161 |
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| container_title | Assessment for effective intervention |
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| creator | 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 |
| description | 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. |
| doi_str_mv | 10.1177/1534508408318804 |
| format | Article |
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Christian</creatorcontrib><creatorcontrib>Martin, Nicole M.</creatorcontrib><creatorcontrib>Chen, Hsin-Yuan</creatorcontrib><title>The Learning-to-Learn Strategies of Adolescent Students With Disabilities: Highlighting, Note Taking, Planning, and Writing Expository Texts</title><title>Assessment for effective intervention</title><description>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. 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| fulltext | fulltext |
| identifier | ISSN: 1534-5084 |
| ispartof | Assessment for effective intervention, 2009-06, Vol.34 (3), p.147-161 |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); SAGE Complete A-Z List; Alma/SFX Local Collection |
| subjects | Content Area Writing Disabilities Essays Expository Writing Grade 7 Learning Strategies Literacy Metacognition Notetaking Special Education Students with disabilities Teachers Teenagers Writing Instruction Writing Processes Writing Skills Writing Strategies |
| title | The Learning-to-Learn Strategies of Adolescent Students With Disabilities: Highlighting, Note Taking, Planning, and Writing Expository Texts |
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