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Assessment for Effective Intervention
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The Learning-to-Learn Strategies of Adolescent Students With Disabilities

Highlighting, Note Taking, Planning, and Writing Expository Texts

Carol Sue Englert

Michigan State University, East Lansing

Troy V. Mariage

Michigan State University, East Lansing

Cynthia M. Okolo

Michigan State University, East Lansing

Rebecca K. Shankland

Michigan State University, East Lansing

Kathleen D. Moxley

Michigan State University, East Lansing

Carrie Anna Courtad

Michigan State University, East Lansing

Barbara S. Jocks-Meier

Michigan State University, East Lansing

J. Christian O'Brien

Michigan State University, East Lansing

Nicole M. Martin

Michigan State University, East Lansing

Hsin-Yuan Chen

Michigan State University, East Lansing

This study focuses on an examination of the learning-to-learn strategies of seventh-grade students as they highlight, take notes, plan, organize, and write expository texts. Participants consist of 125 students, 41 with disabilities and 84 without disabilities. The results reveal that the students with disabilities have more difficulties in using the learning-to-learn strategies as they read, study, and write expository texts, although neither group is judged to be highly proficient. The implications point to a renewed emphasis on preparing content-area teachers to teach the literacy and learning strategies that support the development of learners who know how to read to learn and how to write to learn.

Key Words: written language assessment • learning strategies • expository text • meta-cognitive strategies

This version was published on June 1, 2009

Assessment for Effective Intervention, Vol. 34, No. 3, 147-161 (2009)
DOI: 10.1177/1534508408318804
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