Alert Words for Classroom Discussions (Ellis, E.S.)
This reading strategy is designed to increase students' ability to participate in classroom discussions.
PACE 1, 2... (Rademacher, J.A.)
This strategy is a self-monitoring process, designed as a flexible rubric-like system to help students complete assignments either in class or as homework.
PREP (Ellis, E.S.)
This strategy is designed to help students prepare themselves for an upcoming lesson before the lesson actually begins. It cues them to prepare themselves physically and mentally.
PREPARE (Ellis, E.S., & Lenz, B.K.)
This is a motivational strategy that prompts students to be prepared and have a positive attitude to the class session.
PROACT (Ellis, E.S.)
This is a self-advocacy strategy designed to help students be proactive in the classroom.
Slant & Relate (Ellis, E.S.)
Slant is a strategy designed to help students with mild disabilities increase nonverbal "teacher-pleasing" behaviors in the content class.
Answering Chapter Questions ( Archer, A., & Gleason, M.)
This strategy is designed to help students answer chapter questions in content area classes. This strategy is part of a larger strategy intended to help students complete assignments accurately and on time.
Completing Assignments (Archer, Al, & Gleason, M. )
This strategy is part of a larger strategy designed to help students complete assignments accurately and on time. It is intended for upper elementary and middle school students.
Self-Instruction for Organizing and Analyzing the Tasks for an Assignment (Rafoth, M.A., Leal, L., & DeFabo, L.)
This study skills strategy utilizes a procedure called "task analysis" which is the process of taking a large task or assignment and breaking it into subcomponent, or smaller tasks, and estimating task completing time for each subcomponent.
WATCH (Glomb, N., & West, R.P.)
This study strategy was designed to teach adolescents how to plan assignments and monitor their academic work for a) completeness of assignment, b) how accurately they follow all of the directions or performance standards for the assignment, and c) neatness.
Call Up & Notes (Czarnecki, E., Poskoa, D., & Fine, F.)
These two note-taking strategies are designed to help middle and upper-grade students record key information in lectures so they may study them later.
Developing Efficient Note-taking Skills (Box, C.S., & Vaughn, S.)
This note-taking strategy provides a list with several hints for helping students develop effective note-taking skills.
Flexible Skeletons (Lazarus, B.D.)
This note-taking strategy is designed to help students with guided notes during lectures.
LIST (Nagel, D.R., Schumaker, job., & Deshler, D.D.) This math strategy is intended to assist students in recalling, reciting, and writing numerals.
RCRC (Archer. A;. & Gleason, M.)
This study strategy is designed to help students improve their memory and comprehension of content area materials.
PIRATES (Hughes, C.A., Schumaker, J.B., Deshler, D.D., & Mercer, C.)
This test taking strategy is designed to assist students with preparation, taking, evaluating and keeping a positive mindset when taking tests.
SPLASH (Simmonds, E.P.M., Luchow, J.P., Kaminsky, S., & Cottone, V.)
This test taking strategy is intended for use as a systematic method for taking multiple-choice tests.
Test Taking Strategies (Archer, A., & Gleason, M.)
These test-taking strategies are intended to guide students when taking true-false tests or multiple-choice tests.