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ERIC Number: ED406110
Record Type: RIE
Publication Date: 1997-Mar
Pages: 10
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Effects of Using a Cross-Content Learning Strategy--Read, Imagine, Decide, and Do (RIDD)--on the Academic Performance of Rural Secondary Students with Mild Learning and Behavior Disorders.
Jackson, Fay Balch
If rural communities are to remain viable, rural schools must seek ways to allow all students to learn, especially those "at risk" or with mild learning disabilities. Research has shown that many children with mild learning disabilities have faulty reading strategies and academic behaviors that interfere with reading comprehension and the solution of math word problems. With continuing failure, such students lose self-esteem and avoid reading. Aimed at providing students with better reading strategies, RIDD (Read, Imagine, Decide, and Do) consists of four steps: (1) read the passage from the first capital to the last end mark without stopping (in order to promote more efficient decoding); (2) imagine, or make a mental picture of what you have read (in order to focus on the concept and self-monitor comprehension); (3) decide what to do; and (4) do the work. Two resource room teachers taught the RIDD strategy to 20 rural secondary students with learning disabilities or mild mental retardation. After 3 weeks, the students in one classroom showed a significant improvement in academic performance. The teachers also reported increased student interest and motivation. (SV)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: In: Promoting Progress in Times of Change: Rural Communities Leading the Way; see RC 020 986.