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Report: Using strategy instruction to help struggling high schoolers understand what they read (Issues & Answers Report, REL 2007-No. 038)

Report » Using strategy instruction to help struggling high schoolers understand what they read (Issues & Answers Report, REL 2007-No. 038)

pdf

Categories

INSTRUCTION, Intervention, STUDENTS, struggling learners

Areas

PRACTITIONER:group practice and professional learning

Authors

Apthorp, H.; Clark, T.

Published

2007, 8/5/2009

Publisher

U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Central

Abstract

This review sought to locate and summarize findings from rigorous, scientifically based studies of the effectiveness of strategy instruction-teaching students to use and articulate strategies that foster active, competent, self-regulated, and intentional learning-for helping struggling high school students improve their reading comprehension. The goal was to address information needs in the Central Region by identifying evidence-based practices intended to help high school teachers teach struggling readers.

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