Procedural Facilitation of Propositional Knowledge in the Content Areas

Autor/inn/en	Scanlon, David; Cass, Richard; Amtzis, Alan; Sideridis, Georgios
Titel	Procedural Facilitation of Propositional Knowledge in the Content Areas
Quelle	In: Reading & Writing Quarterly, 25 (2009) 4, S.290-310 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
Schlagwörter	Learning Disabilities; Grade 8; Middle School Students; Thinking Skills; Generalization; Scaffolding (Teaching Technique); Instructional Materials; Instructional Effectiveness; Inclusive Schools; Statistical Analysis; Pretests Posttests + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Denkfähigkeit; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Unterrichtserfolg; Inclusive school; Integrative Schule; Statistische Analyse
Abstract	Both inclusion and challenging content area curricula require student proficiency in skills of learning. Strategy instruction that is supported with graphic procedural facilitators can help to meet that requirement, particularly for more complex, or higher order, tasks. Ninety-eight 8th graders with and without learning disabilities learned a higher order strategy for identifying, defending, and expressing factual and opinion knowledge. The strategy was taught across the curriculum using a graphic procedural facilitator. Student ability to generalize the skills was tested. Findings indicate both groups of students benefited to approximately equal levels. Those with weakest skill performance at pretest benefited the most. (Contains 1 footnote, 2 tables, and 2 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10