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131.
This article describes the metacognitive processes in which good readers engage before, during, and after reading and the
strategies instruction that fosters these processes. Benchmark School, a school in Media, PA for struggling readers, is provided
as an example of how a grades 1–8, across-the-curriculum strategies program was developed based on the research of the late
1980s and early 1990s and continues to evolve in the 21st century as an evidence-based program. Examples of present-day, across-the-curriculum
strategies instruction are provided. 相似文献
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Albarracín Lluís Ferrando Irene Gorgorió Núria 《International Journal of Science and Mathematics Education》2021,19(6):1209-1227
International Journal of Science and Mathematics Education - This paper presents a qualitative study developed with a group of 16-year-old students who were asked to estimate large numbers of... 相似文献
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This study examines visual and spatial working memory skills in 35 third to fifth graders with both mathematics learning disabilities (MLD) and poor problem-solving skills and 35 of their peers with typical development (TD) on tasks involving both low and high attentional control. Results revealed that children with MLD, relative to TD children, failed spatial working memory tasks that had either low or high attentional demands but did not fail the visual tasks. In addition, children with MLD made more intrusion errors in the spatial working memory tasks requiring high attentional control than did their TD peers. Finally, as a post hoc analysis the sample of MLD was divided in two: children with severe MLD and children with low mathematical achievement. Results showed that only children with severe MLD failed in spatial working memory (WM) tasks if compared with children with low mathematical achievement and TD. The findings are discussed on the basis of their theoretical and clinical implications, in particular considering that children with MLD can benefit from spatial WM processes to solve arithmetic word problems, which involves the ability to both maintain and manipulate relevant information. 相似文献
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Irene M. Lubker Margaret E. Henderson Catharine S. Canevari Barbara A. Wright 《Medical reference services quarterly》2013,32(3):218-228
In response to changing user needs, the library sought ways to meet new challenges and engage users outside of the building. Librarians were removed from the service desk in order to offer support at locations around campus. The service desk in the library was staffed primarily by paraprofessionals with librarians providing support as needed. Targeted staff training was offered, and different scheduling models were used over a period of time. Restructuring the service desk was a complicated endeavor but provided a number of benefits including expansion of services. Along the way, challenges were met and recognized as learning opportunities. 相似文献
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Irene Poh‐Ai Cheong David Treagust Iorhemen J. Kyeleve Peck‐Yoke Oh 《International Journal of Science Education》2013,35(18):2497-2519
In this study, a two‐tier diagnostic test for understanding malaria was developed and administered to 314 Bruneian students in Year 12 and in a nursing diploma course. The validity, reliability, difficulty level, discriminant indices, and reading ability of the test were examined and found to be acceptable in terms of measuring students' understanding and identifying alternative conceptions with respect to malaria. Results showed that students' understanding of malaria was high for content, low for reasons, and limited and superficial for both content and reasons. The instrument revealed several common alternative conceptual understandings students' hold about malaria. The MalariaTT2 instrument developed could be used in classroom lessons for challenging alternative conceptions and enhancing conceptions of malaria. 相似文献