- Joseph, L. M., & Konrad, M. (2009). Have students self-manage their academic performance. Intervention in School and Clinic, 44(4), 246–249.
This article presents numerous self-management strategies for students that will increase the quality and quantity of their work.
- King-Sears, M. E. (2007). Designing and delivering learning center instruction. Intervention in School and Clinic, 42(3), 137–147.
This article explains how to teach students to work independently in learning centers. Taking the time to do this will help many students work on their own, allowing you to provide small group, differentiated instruction with others.
- Scruggs, T. E., Mastropieri, M. A., Berkeley, S. L., & Marshak, L. (2010). Mnemonic strategies: Evidence-based practice and practice-based evidence. Intervention in School and Clinic, 46(2), 79–86.
Mnemonic strategies can enhance both learning and memory for all students, especially those with mild disabilities. This article includes six “lessons learned” from a practitioner to help you implement mnemonics successfully.
The following websites provide evidence-based practices about teaching learning strategies to students. Investigate these resources in order to determine the best strategies to increase your students’ academic success for your grade level and subject areas.
- Council for Exceptional Children. (2012). Retrieved from http://www.cec.sped.org/AM/Template.cfm?Section=Evidence_based_Practice&Template=/TaggedPage/TaggedPageDisplay.cfm&TPLID=24&ContentID=4710
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Institute for Educational Sciences (IES), What Works Clearinghouse. (2012). Retrieved from http://ies.ed.gov/ncee/wwc/reports/
- Council for Exceptional Children, Division for Research. (2012). Current practice alerts. Retrieved from http://www.cecdr.org/subpage.cfm?id=DEA7864A-C09F-1D6F-F9008ABF5B1B71B1
