Specialized Instruction

Specialized Instruction

Strategies for learning

The strategies on the list below are research-based and appropriate for students with or without disabilities.

Strategy / Author(s) / Steps to Implementation

Written Expression

DEFENDS (A strategy for writing positions) / Ellis & Lenz (1987) / Decide on exact position
Examine the reasons for the position
Form a list of points that explain each reason
Expose position in first sentence
Note each reason and supporting points
Drive home the position in the last sentence
Search for errors and correct
TREE (A strategy for composing essays) / Graham & Harris (1989) / Note topic sentence
Note reasons
Examine reasons
Note ending
PLEASE (A strategy for writing a paragraph) / Welch, M. (1992) / Pick a topic
List you ideas about the topic
Evaluate your list
Activate the paragraph with a topic sentence
Supply supporting sentences
End with a concluding sentence and
Evaluate your work
Computers & Writing-Instruction Project (CWIP)
(Using computers to write) / MacArthur, Schwartz, & Graham (1991) / Think who, what?
Use C-SPACE to take notes (Characters, Setting, Problem or purpose, Action, Conclusion, and Emotion).
Write and say more.
Reportive Essay / Wong, Wong, Darlington, & Jones (1991) / Search long-term memory to retrieve events.
Mentally relive the event fully through auditory and visual imageries.
Reactivate all of the associated emotions.

Reading

RARE (Reading for a purpose) / Gearhart, DeRuiter, & Sileo (1986) / Review the questions at the end of the reading selection.
Answer all questions you know already.
Read the selection.
Express answers to questions that you were unable to answer initially.
POSSE (Reading Comprehension) / Englert & Mariage (1990) / Predict which ideas are in the story.
Organize ideas in the story.
Search for text structure.
Summarize in your words.
Evaluate.
Question-Answer Relationship (QAR) (Four types) / Raphael, T.E. (1986) / 1.Right there: Find answers in the story. (literal and detail)
2.Think and Search: Look for the answer in several places.
3.Author and You: Make inferences and conclusions.
4.On Your Own: Answer must come from readers’ experience and knowledge.
Critical Thinking Map / Idol, L. (1987) / Include on a story map:
1.Important Events
2.Main Idea/Lesson
3.Other Viewpoints/Opinions
4.Reader’s Conclusions
5.Relevance to Today
Five-Step Reading Comprehension Strategy / Schunk & Rice (1987) / What do I have to do?
1.Read the questions.
2.Read the passage to find out what it is mostly about.
3.Think about what the details have in common.
4.Think about what would make a good title.
5.Reread the story if I don’t know the answer to a question.

Mathematics

Eight-Step Solving Strategy for Verbal Math Problems / Montague & Bos (1986) / Read the problem aloud.
Paraphrase the problem aloud.
Visualize.
State the problem.
Hypothesize.
Estimate.
Calculate.
Self-check.
Arithmetic Problem Solving / Fleischner, Nuzum, & Marzola (1987) / READ: What is the question?
REREAD: What is the necessary information?
THINK: Putting together? Add.
Taking apart? Subtract.
Do I need all the information?
Is it a two-step problem?
SOLVE: Write the equation.
CHECK: Recalculate.
Label.
Compare.
Division Facts / Lloyd, Saltzman & Kauffman (1981) / Point to divisor.
Count by the divisor until you get the number of dividend.
Make hash marks while counting by.
Count the number of hash marks.
Write down the number of hash marks.
Multiplication Facts / Lloyd, Saltzman & Kauffman (1981) / Point to the number you can count by.
Make hash marks for other numbers.
Count by the number and point once for each has mark.
Write down the last number said.
Solving Word Problems / Karrison & Carroll (1991) / Read the problem.
Underline or highlight key words, sentences, or questions.
Decide what sign to use.
Set up the problem.
Solve the problem.
Math Problem Solving / Montague (1992) / Read (for understanding).
Paraphrase (your own words).
Visualize (a picture or a diagram).
Hypothesize (a plan to solve the problem).
Estimate (predict the answer).
Compute (the arithmetic).
Check (to make sure everything is right).
Solving Simple Word Problems / Case, Harris, & Graham (1992) / Read the problem out loud.
Look for important words, and circle.
Draw pictures to help tell what’s happening.
Write down the math sentence.
Write down the answer.
Subtraction using the “4Bs” mnemonic strategy / Frank & Brown (1992) / Begin? In the 1st column.
Bigger? Which number is bigger?
Borrow? If bottom number is bigger I must borrow.
Basic facts? Remember them. Use Touch Math if needed.

Study Skills

PARS Study Strategy / Hoover (1989) / Preview.
Ask questions.
Review.
Summarize.
LINCS (A Starter Strategy for Vocabulary Learning) / Ellis (1992) / List the parts.
Imagine a picture.
Note a reminding word.
Construct a LINCing story.
Self-test.

Social Skills

LISTEN / Bauwens & Hourcade (1989) / Look.
Idle your motor.
Sit up straight.
Turn to me.
Engage your brain.
Now.
SCORER (A Test-Taking Strategy) / Hoover (1989) / Schedule time.
Look for Clue words.
Omit difficult questions.
Read carefully.
Estimate answers.
Review the work.
SLANT (A Starter Strategy for Class Participation) / Ellis (1991) / Sit up.
Lean forward.
Activate your thinking.
Name key information.
Track the talker.
SELF POWER (A Self-Management Strategy) / Sander, Bott, Hughes, & Ruhl (1991) / Plan to change my behavior.
Select and define my goal.
Establish my goal and measure.
List rewards and choose one.
Fix the forms.
Observe my behavior.
Write it down.
Evaluate my performance.
Reward myself.
I CAN (Personal Commitment strategy) / Swanson (1992) / Independence (work alone)
Completion (of work)
Accuracy (reach a mastery level)
Neatness (write neatly)
Dealing With Anger / McGinnis, Sauerbry, & Nichols (1985) / Stop and count to 10.
Think of your choices:
Tell the person why you are angry.
Walk away now.
Do a relaxation exercise.
Act out your best choice.

Acquisition Strand

DISSECT (A Word Identification Strategy) / Lenz, Schumaker, Deshler, & Beals (1984) / Discover the context.
Isolate the prefix.
Separate the suffix.
Say the stem.
Examine the stem.
Check with someone.
Try the dictionary.
Multipass Strategy / Schumaker, Deshler, Alley, Warner, & Denton (1982) / SurveyPass. Read titles, headings, chapter summaries, etc.
Size-upPass. Read chapter questions and skim to locate the answer.
Sort-outPass. Test by checking off questions that can be answered quickly and look in text for other answers.
Paraphrasing Strategy / Schumaker, Denton, & Deshler (1984) / Read a paragraph.
Ask yourself, “What were the main idea and details in this paragraph?”
Put the main idea and details into your own words.

Storage Strand

FIRST-Letter Mnemonic Strategy / Nagel, Schumaker, & Deshler (1986) / Form a word.
Insert a letter or letters.
Rearrange the letters.
Shape a sentence.
Try combinations.
LISTS / Look for clues.
Investigate the items.
Select a mnemonic device, using FIRST.
Transfer the information to a card.
Self-test.

Expression and Demonstration of Competence Strand

PENS (A Sentence-Writing Strategy) / Sheldon & Schumaker (1985) / Pick a formula.
Explore words to fit the formula.
Note the words.
Search and check.
COPS (An Error-Monitoring Strategy) / Schumaker, Nolan, & Deshler (1985) / Capitalization
Overall appearance
Punctuation
Spelling
WRITER / Schumaker, Nolan, & Deshler (1985) / Write on every other line, using PENS.
Read your paper for meaning.
Interrogate yourself, using COPS questions.
Take the paper to someone for help.
Execute a final copy.
Reread your paper.
SCRIBE (A Paragraph-Writing Strategy) / Schumaker, & Lyerla (1991) / Set up a diagram.
Create a title.
Reveal the topic.
Iron out the details.
Bind it together with a clincher.
Edit your work.

Motivational Strategies

I PLAN (The Education Planning Strategy) / Van Reusen, Bos, Schumaker, & Deshler (1987) / Inventory your strengths, weaknesses, goals and choices for learning.
Provide your inventory information.
Listen and respond.
Ask questions.
Name your goals.
SHARE / Van Reusen, Bos, Schumaker, & Deshler (1987) / Sit up straight.
Have a pleasant tone of voice.
Activate your thinking.
Relax.
Engage in eye contact.