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As one element of the Schools Attuned program, suggested
accommodations and interventions are provided to help teachers and students
implement educational plans that support a student’s unique learning profile.
These suggested strategies are based on an increasingly rich body of empirical
research, and when possible, are linked to specific research citations such as
the following:
Arra, C. T., & Aaron, P. G. (2001). Effects of psycholinguistic instruction
on spelling performance. Psychology in the Schools, 38, 357-363.
Jitendra, A. K., Griffin, C. C., Haria, P., et al. (2007). A comparison of
single and multiple strategy instruction on third-grade students mathematical
problem solving. Journal of Educational Psychology, 99, 115-127.
McDougall, D., & Brady, M. P. (1998). Initiating and fading self-management
interventions to increase math fluency in general education classes. Exceptional
Children, 64, 151-166.
Palincsar, A. S., & Brown, A. L. (1988). Teaching and practicing thinking
skills to promote comprehension in the context of group problem solving. Remedial
and Special Education, 9, 53-59.
Rasinski, T. V. (1988). Fluency is for everyone: Principles for incorporating
fluency instruction in the classroom. Ohio: Reading and Communication Skills.
Reid, R., & Harris, K. R. (1993). Self-monitoring of attention versus
self-monitoring of performance: effects on attention and academic performance. Exceptional
Children, 60, 29-40.
Weaver, S. M. (2000). The efficacy of extended time on tests for postsecondary
students with learning disabilities. Learning Disabilities: A Multidisciplinary
Journal, 10, 47-56.
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