ClarifyingExpectations | | high interest reading free of complex vocabulary |
ContextClues | | pointing out potential benefits clearly and specifically |
WARF | | a common characteristic of students with disabilities |
SelfInstruction | | Stop |
Posttest | | identification of strengths and weaknesses, and skills required to know and communicate their needs |
ControlledMaterials | | Questioning Yourself |
LAMPS | | technological strategy for identifying misspelled words |
FOIL | | Checking Yourself |
POWER | | accurate perceptions of strengths, needs, and abilities for independent learning |
SelfAdvocacy | | after you give your reasons, do this to revise your essay |
SCROL | | developing the values, attitudes, knowledge and skills needed to make responsible decisions and take actions dealing with their own learning |
SCAN | | smallest parts of word meaning |
SelfAwareness | | strategy to increase or adjust reading speed |
LackofOrganization | | strategy that uses many body parts to improve listening |
SPACE | | textbook reading strategy |
SelfReinforcement | | definition, synonym, antonym, example, general |
SelfQuestioning | | strategy to outline chapter for reading comprehension |
CALLUP | | Use this strategy to carry your tens |
GiveMeFive | | the second pretest |
SelfMonitoring | | Rewarding Yourself |
Morphemes | | verbal cues when students first attempt a skill |
GuidedPractice | | mathematical strategy used mostly with high school students |
PARS | | writing strategy that involves self-questioning and peer-editing |
IndependentLearning | | Talking to Yourself |
CHECK | | lecture note strategy |