| STRATEGY NAME:
Impress SKILL AREA:
Reading Fluency STRATEGIES: The impress method follows seven steps:
SOURCE: Dr. Jay Trenhaile, School Psychologist, Southeast Area Coop. Dr. Linda Reetz, University of South Dakota, Handbook for Sped 731. Mercer, C. D. and Mercer, A. R. (1993). Teaching Students with Learning Problems. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.
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| STRATEGY NAME:
Multipass SKILL AREA:
Reading Comprehension STRATEGIES: The objective of Multipass is to acquaint students with the textbook chapter by skimming the chapter systematically. The technique includes five passes through the chapter.
SOURCE:
Dr. Jay Trenhaile, School Psychologist, Southeast Area Coop. Dr. Linda Reetz, University of South Dakota, Handbook
for Sped 731 Schumaker, J.B., Deshler, D. D., Alley, G. R., Werner, M.M., & Denton, P. H. (1982). Multipass: A learning strategy for improving reading comprehension. Learning Disabilities Quarterly, 5, 295-304.
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| STRATEGY NAME:
RARE SKILL AREA:
Reading Comprehension STRATEGY: This is a strategy which is used to allow students to read the material to answer specific questions. It helps students with such things as end of the chapter question completion, study guide completion, etc.
SOURCE: Dr.
Linda Reetz, University of South Dakota, Handbook for Sped 731.
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| STRATEGY NAME:
PARS SKILL AREA: Reading Comprehension STRATEGY: This is a simple study strategy which could be used by a student first learning to use study strategies. It helps the students actively process and remember the information they are reading in their texts.
SOURCE: Dr. Linda Reetz, University of South Dakota, Handbook for Sped 731.
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| STRATEGY NAME:
RAP(N) SKILL AREA:
Reading Comprehension STRATEGY: This is a strategy that can be used to study any content reading material or to comprehend any reading text. It forces the student to be an active reader and to analyze the information after each paragraph. Excellent reading comprehension gains have been shown through the use of this strategy.
SOURCE:
Dr. Linda Reetz, University of South Dakota, Handbook for Sped
731.
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| STRATEGY NAME:
PANORAMA SKILL AREA:
Reading Comprehension STRATEGY: This strategy has three levels of activity:
SOURCE: Dr.
Linda Reetz, University of South Dakota, Handbook for Sped 731. Edwards, P. (1973).
Panorama: A study technique.
Journal of Reading, 17, 132-135.
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| STRATEGY NAME:
Request, “Reciprocal
Questioning” SKILL AREA:
Reading STRATEGY: The goal of reciprocal questioning is to assist students in putting meaning to their reading selections by clarifying their thoughts and questioning themselves. Here are the steps used in this strategy.
SOURCE: Dr. Linda Reetz, University of South Dakota, Handbook for Sped 731
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| STRATEGY NAME:
Repeated Readings SKILL AREA:
Reading Fluency STRATEGY: The student reads over and over again, sections of text containing words that occur over and over again. The student monitors his own progress by using a bar graph to chart his reading rate and number or errors. The student can also tape record his reading for immediate feedback and teacher feedback. COMMERCIAL MATERIALS:
Any reading material at student’s reading level.
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| STRATEGY NAME:
Radio Reading SKILL AREA:
Reading Fluency STRATEGY: Each student is given a “script” to read aloud. Only the teacher and the student have a copy of the “script”. The other learners just listen. The student prereads and practices the material. He then acts as a “broadcaster” in reading the material to the other students. Because the other students have no script to follow, minor word recognition errors go unnoticed if the story still makes sense. This could be used in daily announcements. SOURCE: Dr. Linda Reetz, University of South Dakota, Handbook for Sped 731
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| STRATEGY NAME:
Paired Reading SKILL AREA:
Reading Fluency STRATEGY: Two students read the text aloud in unison. This is a form of peer tutoring where each helps the other. Their reading can be tape recorded for their own evaluation of word recognition accuracy, reading rate, pausing, intonation, and expressive oral interpretation. SOURCE: Dr. Linda Reetz, University of South Dakota, Handbook for Sped 731
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| STRATEGY NAME:
Skimming SKILL AREA:
Reading comprehension STRATEGY: Skimming refers to covering a selection to get some of the main ideas and a general overview of the material without attending to details. The student should read;
Practicing this may involve giving the
students a short amount of time to skim a content chapter and write down
the main ideas or having the student skim newspaper articles and match
them to headlines.
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| STRATEGY NAME:
Scanning SKILL AREA: Reading
comprehension STRATEGY:
Scanning is the procedure used to find a specific piece of
information. The student
should use headings to locate the pages to scan for the specific
information. Once they have found the potential page, the student should
run eyes rapidly down the page in a zigzag or S pattern. If looking for names, note capital letters.
Look for numbers in dates and italicized words for vocabulary
items. The student should
only read what is needed to verify the answer.
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| STRATEGY NAME:
SQ3R SKILL AREA:
Reading comprehension STRATEGY: This method can provide a systematic approach to better study skills.
SOURCE: Mercer, C. D. and Mercer, A. R. (1993). Teaching Students with Learning Problems. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.
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| STRATEGY NAME:
DISSECT SKILL AREA:
Word attack STRATEGY: This strategy is used to reduce common oral reading errors such as mispronunciations, substitutions, and omissions.
SOURCE: Mercer, C. D. and Mercer, A. R. (1993). Teaching Students with Learning Problems. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.
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| STRATEGY NAME:
RIDER SKILL AREA:
Reading comprehension STRATEGY: This is a visual imagery strategy for reading comprehension.
SOURCE: Mercer, C. D. and Mercer, A. R. (1993). Teaching Students with Learning Problems. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.
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| STRATEGY NAME:
FIST SKILL AREA:
Reading Comprehension STRATEGY: This is a self-questioning strategy for reading comprehension.
SOURCE: Mercer, C. D. and Mercer, A. R. (1993). Teaching Students with Learning Problems. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.
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| STRATEGY NAME:
RVAS SKILL AREA:
Reading visual aids STRATEGY:
SOURCE: Mercer, C. D. and Mercer, A. R. (1993). Teaching Students with Learning Problems. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.
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| STRATEGY NAME:
SNIPS
SKILL AREA:
Reading visual aids STRATEGY:
SOURCE: Mercer, C. D. and Mercer, A. R. (1993). Teaching Students with Learning Problems. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.
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| STRATEGY NAME:
S.O.S. SKILL AREA:
Reading comprehension STRATEGY: This strategy is similar to Multipass but includes two more steps. In addition to the three passes of Multipass, a visually marked version and an audiotaped version of the chapter is included. The marking system consists of highlighting important facts, main ideas, and key words. After the chapter is marked, it is read as highlighted into a cassette recorder. The students are taught to survey, obtain details, and test themselves after going through the chapter. Students also complete an organizer outline. SOURCE: Mercer, C. D. and Mercer, A. R. (1993). Teaching Students with Learning Problems. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.
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| STRATEGY NAME:
Brooklyn Bridge SKILL AREA: Reading comprehension STRATEGY: The goal of Brooklyn Bridge is to help students use background knowledge to make predictions regarding the content of the reading selection.
SOURCE: Notes given by Dr. Reetz, University of South Dakota.
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