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ERIC Number: EJ870679
Record Type: Journal
Publication Date: 2009
Pages: 21
Abstractor: As Provided
Reference Count: 59
ISBN: N/A
ISSN: ISSN-1057-3569
Procedural Facilitation of Propositional Knowledge in the Content Areas
Scanlon, David; Cass, Richard; Amtzis, Alan; Sideridis, Georgios
Reading & Writing Quarterly, v25 n4 p290-310 2009
Both inclusion and challenging content area curricula require student proficiency in skills of learning. Strategy instruction that is supported with graphic procedural facilitators can help to meet that requirement, particularly for more complex, or higher order, tasks. Ninety-eight 8th graders with and without learning disabilities learned a higher order strategy for identifying, defending, and expressing factual and opinion knowledge. The strategy was taught across the curriculum using a graphic procedural facilitator. Student ability to generalize the skills was tested. Findings indicate both groups of students benefited to approximately equal levels. Those with weakest skill performance at pretest benefited the most. (Contains 1 footnote, 2 tables, and 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A