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Using Self-Regulated Strategy Development to Help High School Students with EBD Summarize Informational Text in Social Studies
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Ennis, Robin Parks – Education and Treatment of Children, 2016
Students with emotional and behavioral disorders (EBD) often struggle to be effective writers. Self-regulated strategy development (SRSD) is one approach to writing instruction that has demonstrated success for students with EBD. However, there is little research exploring its utility to teach writing to students with EBD in social studies. The…
Descriptors: Emotional Disturbances, Behavior Disorders, Writing Skills, High School Students
Reread-Adapt and Answer-Comprehend Intervention with Deaf and Hard of Hearing Readers: Effect on Fluency and Reading Achievement
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Schirmer, Barbara R.; Schaffer, Laura; Therrien, William J.; Schirmer, Todd N. – American Annals of the Deaf, 2011
The researchers investigated the effect of the Reread-Adapt and Answer-Comprehend intervention (Therrien, Gormley, & Kubina, 2006) on the reading fluency and achievement of d/Deaf and hard of hearing elementary-level students. Children in the third, fifth, and sixth grades at a state school for d/Deaf and hard of hearing students received a…
Descriptors: Intervention, Deafness, Partial Hearing, Reading Achievement