Collaborative strategic reading (CSR) is a peer-mediated reading comprehension instructional model informed by the methods in reciprocal teaching, cooperative learning, and transactional strategies instruction.Cognitive learning theory in the classroom the strategies in CSR are designed to teach students with diverse abilities comprehension strategies for use with expository text. Wendy cavendish and kristen hodnett describe and provide evidence for CSR in this go for it!Cognitive learning theory in the classroom alert. PDF (6p, 1.7 MB)

According to the authors, peer-mediated instruction is a broad term for an instructional format that requires same-age peers to take on roles and follow a systematic procedure to learn content and/or improve skills.Cognitive learning theory in the classroom peer-mediated instruction can be implemented in many formats and a variety of contexts. It is meant to take advantage of the heterogeneity of skill levels and interests in secondary content area courses.Cognitive learning theory in the classroom PDF (5p, 1.67 MB)

The authors provide information about content enhancement routines (CER). CERs integrate several procedures for planning instruction and strategically teaching students the content supported by the use of content enhancements to promote the acquisition, storage, expression, demonstration, and generalization of complex content information.Cognitive learning theory in the classroom they aid comprehension and content acquisition. PDF (6p, 2.32 MB)

Everyone has heard of the concept of learning styles, an idea grounded in the concept that individuals differ in the ways they learn.Cognitive learning theory in the classroom however, according to this alert, "few quality empirical studies have examined whether designing and delivering instruction according to an identified learning style improves student outcomes." PDF (5p, 1.7 MB)

cognitive learning theory in the classroom

Cognitive strategy instruction (CSI), an explicit instructional method that has been applied to multiple academic tasks, provides a means for educators to promote independent competence by students with learning disabilities across elementary, secondary, and post-secondary settings.Cognitive learning theory in the classroom CSI has a very strong evidence base; employs systematic, explicit instructional procedures that have been validated extensively; and can be applied flexibly (e.G., across group sizes).Cognitive learning theory in the classroom this alert provides examples and additional resources about the use of CSI for students with LD. PDF (4p, 442 KB)

It is important that students not only expand their vocabulary through indirect learning (such as reading), but also through direct, explicit instruction of vocabulary.Cognitive learning theory in the classroom of course, it is not feasible to provide direct explicit instruction of every word that a student needs to know. For this reason, teachers need to target specific vocabulary words purposefully. This alert addresses a group of empirically-validated vocabulary practices that include mnemonics, fluency building practice, cognitive strategies, and computer assisted instruction.Cognitive learning theory in the classroom PDF (4p, 614 KB)

Self-regulated strategy development (SRSD) for writing is an empirically validated model for supporting students as they write by helping them to develop relevant cognitive and self-regulation skills.Cognitive learning theory in the classroom SRSD for writing has been studied in K-12 classrooms with students who struggle with planning, composing, revising, or evaluating writing. SRSD for writing encourages students to accomplish writing tasks through explicit instruction and simplifying the process of composing narrative, expository, and persuasive essays while integrating self-regulatory practices.Cognitive learning theory in the classroom PDF (4p, 197 KB)

Functional behavioral assessment (FBA) is a systematic way of gathering data to assess environmental variables that contribute to problem behaviors.Cognitive learning theory in the classroom using reliable FBA data, educators and other clinicians can alter those environmental factors—antecedents and consequences of the behavior—and thereby change the behavior.Cognitive learning theory in the classroom although FBA was originally developed to address severe behavior problems, it is mandated by US law and is appropriate for use in some cases with students with learning disabilities.Cognitive learning theory in the classroom extensive research has shown that interventions based on FBA data are highly effective, but there are barriers to using FBA successfully. Despite the impediments, it is worth pursuing.Cognitive learning theory in the classroom PDF (4p, 141 KB)

Oral reading fluency occurs when a person reads accurately, at an appropriate rate, and with prosody (hudson, lane, & pullen, 2005).Cognitive learning theory in the classroom reading fluency instruction may include methods such as repeated reading; contingent reinforcement; goal setting and feedback; goal setting, feedback, and contingent reinforcement; and previewing.Cognitive learning theory in the classroom all of these methods show promise in improving reading fluency. PDF (4p, 139 KB)

Phonics is an instructional approach that teaches children the systematic relationship between letters and sounds, and how to use that system (the alphabetic principle) to read words.Cognitive learning theory in the classroom research indicates that phonics approaches in beginning reading produce better outcomes in decoding, comprehension, and collateral skills (e.G., spelling) than do alternative methods.Cognitive learning theory in the classroom PDF (4p, 170 KB)

Graphic organizers (gos) are visual devices that employ lines, circles, and boxes to organize information. These images serve as visual cues designed to facilitate communication and/or understanding of information.Cognitive learning theory in the classroom there is ample research that documents improvements in reading comprehension, process writing skills, thinking skills, and learning of content-area material when graphic organizers are used.Cognitive learning theory in the classroom PDF (4p, 528 KB)

Comprehension strategies are specific, learned procedures that foster active, competent, self-regulated, and intentional reading.Cognitive learning theory in the classroom comprehension strategy instruction is appropriate for individuals who consistently fail to develop a coherent understanding of material that is read.Cognitive learning theory in the classroom one such strategy is self-questioning during reading. The self-questioning approaches discussed in this alert improved comprehension in research studies.Cognitive learning theory in the classroom PDF (4p, 247 KB)

Phonological awareness is an explicit understanding that spoken language comprises discrete units ranging from entire words and syllables to smaller intrasyllabic units of onsets, rimes, and phonemes.Cognitive learning theory in the classroom phonemic awareness is the deepest level of phonological awareness and the most crucial to success in reading and spelling. Evidence indicates that deliberate, systematic instruction in phonological awareness profits many students with and without disabilities.Cognitive learning theory in the classroom PDF (4p, 121 KB)

Social skills instruction refers to the systematic application of instructional procedures to teach social skills. Educators sometimes use other terms, such as "violence prevention" and "character education", to refer to instructional programs that include the teaching of social skills.Cognitive learning theory in the classroom at present, there is wide variability in the implementation of social skills instruction, making it hard to describe a typical instructional program.Cognitive learning theory in the classroom review of research on social skills instruction has found limited success. PDF (4p, 233 KB)

Class-wide peer tutoring refers to a class of instructional strategies in which students are taught by peers who are trained and supervised by classroom teachers (greenwood, maheady, & delquadri, 2002).Cognitive learning theory in the classroom the oldest and most widely researched class-wide peer tutoring (CWPT) approach was developed and refined at the juniper gardens children's project in kansas city, over the past 20 years.Cognitive learning theory in the classroom CWPT has been shown to be superior to conventional forms of teacher-led instruction in improving pupils' academic outcomes in many content areas.Cognitive learning theory in the classroom PDF (4p, 103 KB)

Reading recovery is an early literacy intervention that provides one-to-one tutoring to children who perform at the lowest levels in their class after one year of school reading instruction (pinnell, 1989).Cognitive learning theory in the classroom from the available research, it is evident that reading recovery works well for some students, but not all. There are also questions about how successful reading recovery students maintain their gains.Cognitive learning theory in the classroom PDF (4p, 207 KB)

In this alert update, sarah cothren cook and kimberly mcduffie-landrum build on the 2001 analysis of co-teaching by naomi zigmond and kathleen magiera.Cognitive learning theory in the classroom co-teaching is a special education service delivery model in which a general educator and a special educator share responsibility for planning, delivering, and evaluating instruction for a diverse group of students.Cognitive learning theory in the classroom although questions on its effectiveness remain, cook and mcduffie-landrum note an increased level of confidence in the strategy based on additional studies conducted since the original analysis.Cognitive learning theory in the classroom however, due to a lack of methodological rigor and varied results, uncertainties regarding the effectiveness of this strategy for students with LD persist.Cognitive learning theory in the classroom

Mnemonic instruction combines presentation of unfamiliar information with explicit strategies for recall. Most mnemonic strategies rely on both verbal and imagery components to support recall.Cognitive learning theory in the classroom research suggests large gains from mnemonic instruction on criterion-referenced tests, but evidence of gains on norm-referenced tests is less clear.Cognitive learning theory in the classroom PDF (4p, 98.7 KB)

IDEA 97 requires that all students with disabilities participate in regular state and district assessments, unless their IEP indicates that they are unable to participate.Cognitive learning theory in the classroom most students with LD are able to participate, given appropriate testing accommodations. Unfortunately, we still do not have uniform guidelines or empirical validation regarding appropriate testing accommodations.Cognitive learning theory in the classroom PDF (4p, 135 KB)

Formative evaluation is the ongoing collection of information in order to evaluate the effectiveness of instructional implementations and to determine whether adaptations to the instruction are necessary.Cognitive learning theory in the classroom there are many specific approaches to formative evaluation, including curriculum based assessment (CBA), curriculum-based measurement (CBM), and portfolio and performance assessment (PA).Cognitive learning theory in the classroom of these approaches, CBA and PA provide useful information for teachers regarding how to change instruction to improve student outcomes. However, only CBM has a strong empirical database regarding its validity.Cognitive learning theory in the classroom PDF (4p, 230 KB)

Direct instruction (DI) is an approach to teacher-directed explicit instruction distinguished from other approaches by its emphasis on both instruction and curriculum design.Cognitive learning theory in the classroom the goal of DI is to accelerate student learning by maximizing efficiency in the design and delivery of instruction. Our review of the research on DI indicates that it is an effective instructional approach and can be reliably implemented for elementary students with LD.Cognitive learning theory in the classroom questions remain regarding the long-term benefits of DI, as well as its efficacy at the secondary level. PDF (4p, 137 KB)