Document Type

Poster

Publication Date

2018

Department

Education

Faculty Advisor

Lisa Waterrose

Abstract

Third grade students with learning differences enrolled in an academic after-school program received explicit strategy instruction utilizing the SMARTS Online curriculum (ResearchILD, 2017). This curriculum focuses on teaching executive function strategies and enables students to develop self-understanding to know which strategies work best for them. Strategy instruction is embedded into both math and ELA lessons (taught during the second hour of the program) with students completing a strategy reflection sheet at the end of each lesson. The purpose of this reflection is to promote student self-monitoring of strategy use and to allow trained facilitators to assess the efficacy of the strategy instruction within the program. Key findings from data collected from students, parents, and teachers will be shared.

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