ERIC Number: ED326841
Record Type: Non-Journal
Publication Date: 1990-Oct
Reference Count: N/A
Use of Cognitive Reading Strategies with Mainstreamed Students by Expert Middle School Content Area Teachers.
Romereim, Loye; Erion, R. L.
A study sought to identify the cognitive strategies or techniques that expert middle school teachers use to help mainstreamed students learn from content area texts. Twenty middle school social studies and science teachers who had been identified as teachers who worked well with mainstreamed students were interviewed concerning what they thought made them effective. Particular emphasis was placed on how they helped students learn from text. A variety of approaches were identified. Many of the teachers seemed to emphasize student self-esteem and the learning of at least part of the content. To meet these ends, they often used strategies which circumvented learning from text. (Author/SR)
Descriptors: Cognitive Processes, Content Area Reading, Intermediate Grades, Interviews, Junior High School Students, Junior High Schools, Learning Processes, Learning Strategies, Mainstreaming, Middle School Students, Middle Schools, Self Esteem, Teacher Effectiveness, Teacher Student Relationship, Teaching Methods
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: South Dakota State Univ., Brookings.; South Dakota State Library and Archives, Pierre.
Authoring Institution: N/A
Identifiers - Location: South Dakota