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Strategy Instruction for Students with Learning Disabilities, First Edition (What Works for Special-Needs Learners)

Lienemann PhD, Torri Ortiz, Reid PhD, Robert

18 ratings by Goodreads
ISBN 10: 1593852827 / ISBN 13: 9781593852825
Published by The Guilford Press, 2006
Used Condition: Acceptable Soft cover
From Once Upon A Time Books (Springdale, AR, U.S.A.)

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About this Item

This is a used book. It may contain highlighting/underlining and/or the book may show heavier signs of wear . It may also be ex-library or without dustjacket. All orders are shipped the same or the next day. Bookseller Inventory # mon0001753541

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Bibliographic Details

Title: Strategy Instruction for Students with ...

Publisher: The Guilford Press

Publication Date: 2006

Binding: Paperback

Book Condition:Acceptable

About this title


Practical and accessible, this book provides the first step-by-step guide to cognitive strategy instruction, which has been shown to be one of the most effective instructional techniques for students with learning problems. Presented are proven strategies that students can use to improve their self-regulated learning, study skills, and performance in specific content areas, including written language, reading, and math. Clear directions for teaching the strategies in the elementary or secondary classroom are accompanied by sample lesson plans and many concrete examples. Enhancing the book's hands-on utility are more than 20 reproducible worksheets and forms.

About the Author:

Robert Reid, PhD, is a Professor in the Department of Special Education and Communication Disorders at the University of Nebraska-Lincoln. He received his doctorate in Special Education from the University of Maryland in 1991. Dr. Reid's research focuses on children with attention-deficit/hyperactivity disorder (ADHD) and on strategy instruction. He has published more than 60 articles and book chapters and presented at national and international conferences. Additionally, he codeveloped the ADHD-IV Rating Scale (1998). Dr. Reid received the American Educational Research Association's Special Education Student Research Award in 1992 and the Balilies Child Mental Health Award in 1996. He currently serves on the editorial boards of five journals and actively reviews for several others.

Torri Ortiz Lienemann, MEd, is a doctoral candidate at the University of Nebraska-Lincoln. Her work concentrates on strategy instruction and self-regulation, specifically in writing. Currently, Ms. Leinemann is involved in research on strategy instruction for students with ADHD; teaching undergraduate courses; grant writing; and creating new programs to assist students with special needs and their teachers. Ms. Leinemann has been a classroom resource teacher at both the middle and high school levels and served as a remedial teacher at an elementary school.

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