Evidence-Based Learning Strategies: Preparing Students with High-Incidence Disabilities for College
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| Title: | Evidence-Based Learning Strategies: Preparing Students with High-Incidence Disabilities for College |
|---|---|
| Language: | English |
| Authors: | Ray, Amber B. (ORCID |
| Source: | Intervention in School and Clinic. Mar 2019 54(4):204-211. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Secondary Education High Schools |
| Descriptors: | Evidence Based Practice, Learning Strategies, College Preparation, Learning Disabilities, High School Students, Mnemonics, Listening Skills, Notetaking, Reading Skills, Reading Comprehension, Test Wiseness, Skill Development |
| DOI: | 10.1177/1053451218782416 |
| ISSN: | 1053-4512 |
| Abstract: | An increasing number of students with disabilities now attend college, but many do not complete their college program due to poor grades. This may occur because students with high-incidence disabilities often struggle acquiring the academic skills essential to success in college. Teaching learning strategies to students with high-incidence disabilities in high school can help prepare them to be academically successful in college. Learning strategies are specific techniques used to help students approach and learn content material. This article presents five strategies for learning academic content that can be taught to students with high-incidence disabilities who aim to go to college. The learning strategies incorporate mnemonics and an evidence-based practice and are intended to improve students' listening during class, effective note taking, reading content material, assignment completion, and test taking. |
| Abstractor: | As Provided |
| Number of References: | 18 |
| Entry Date: | 2019 |
| Accession Number: | EJ1206424 |
| Database: | ERIC |
| Abstract: | An increasing number of students with disabilities now attend college, but many do not complete their college program due to poor grades. This may occur because students with high-incidence disabilities often struggle acquiring the academic skills essential to success in college. Teaching learning strategies to students with high-incidence disabilities in high school can help prepare them to be academically successful in college. Learning strategies are specific techniques used to help students approach and learn content material. This article presents five strategies for learning academic content that can be taught to students with high-incidence disabilities who aim to go to college. The learning strategies incorporate mnemonics and an evidence-based practice and are intended to improve students' listening during class, effective note taking, reading content material, assignment completion, and test taking. |
|---|---|
| ISSN: | 1053-4512 |
| DOI: | 10.1177/1053451218782416 |
