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ERIC Number: EJ1011776
Record Type: Journal
Publication Date: 2013-May
Pages: 9
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-1053-4512
Learning-Related Behaviors: Small Group Reading Instruction in the General Education Classroom
Weiss, Stacy L.
Intervention in School and Clinic, v48 n5 p294-302 May 2013
Supplemental small group reading instruction is frequently provided in the general education setting to struggling students at elementary schools that use response to intervention frameworks. Although building reading proficiency is the main focus of the intervention, students' learning-related behaviors should also be addressed to improve their engagement and participation. These learning -related behaviors include staying on-task, following directions, persisting when an activity becomes difficult, and working independently. This article describes five evidence-based strategies that can be used with students who participate in small groups for reading instruction and also struggle with learning-related behaviors. The five strategies include (a) teaching small group rules explicitly, (b) providing multiple opportunities to respond through choral responding and response cards, (c) using high-probability requests, (d) training students to self-monitor attention, and (e) praising appropriate behaviors. Specific examples for implementation and suggestions for evaluating the effectiveness of the interventions are provided. (Contains 1 table and 3 figures.)
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
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A