使用SRSD教学方法进行议论文写作:横跨内容区域的观察

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL Learning Disabilities Research & Practice Pub Date : 2021-07-19 DOI:10.1111/ldrp.12255
Corey Peltier, Justin D. Garwood, John McKenna, Tiffany Peltier, Jesse Sendra
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引用次数: 5

摘要

这篇文章将讨论如何使用自我调节策略发展的议论文写作跨内容领域。自我调节策略发展的目标是让学生在不同的环境中概括使用策略,使他们成为所有领域的流利和熟练的作家。此外,跨设置策略的泛化增加了技能在时间上的维持。我们将为教育工作者提供步骤,让他们在科学和社会研究内容领域使用自我调节的策略发展教学方法(更常用于阅读、写作和数学),并使用来自当前实践者的新助记符的关键插图。
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Using the SRSD Instructional Approach for Argumentative Writing: A Look across the Content Areas

This article will discuss ways to use self-regulated strategy development for argumentative writing across content areas. The goal of self-regulated strategy development is for students to generalize the use of the strategy across settings, allowing them to become fluent and proficient writers in all areas. In addition, the generalization of the strategy across settings increases maintenance of skills across time. We will provide steps for educators to use the self-regulated strategy development instructional approach—more commonly used in reading, writing, and mathematics—across science and social studies content areas with key illustrations using new mnemonics from current practitioners.

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来源期刊
CiteScore
2.60
自引率
11.10%
发文量
21
期刊最新文献
Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board) Considering Social Validity in Special Education Research The Impact of Gender, Accommodations, and Disability on the Academic Performance of Canadian University Students with LD and/or ADHD Language Proficiency and the Relation to Word-Problem Performance in Emergent Bilingual Students with Mathematics Difficulties Universal and Specific Services for University Students with Specific Learning Disabilities: The Relation to Study Approach, Academic Achievement, and Satisfaction
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