Practical and accessible, this book provides the first step-by-step guide to cognitive strategy instruction, which has been shown to be one of the most effective instructional techniques for students with learning problems. Presented are proven strategies that students can use to improve their self-regulated learning, study skills, and performance in specific content areas, including written language, reading, and math. Clear directions for teaching the strategies in the elementary or secondary classroom are accompanied by sample lesson plans and many concrete examples. Enhancing the book's hands-on utility are more than 20 reproducible worksheets and forms.

"Reid and Lienemann have made a significant contribution to the educational lives of students who struggle with learning basic academic skills. This book does an outstanding job of translating a wide range of scientifically validated research findings into well-explained and easily applied instructional procedures for teachers to follow to help their students succeed. I know of no other book that has made validated practices so easy to understand or so easy to put into practice."--Deborah Deutsch Smith, EdD, Vanderbilt University

"This book is filled with practical, step-by-step teaching suggestions. It will be an invaluable resource for anyone teaching struggling learners. Most importantly, the authors' strategy instruction model is solidly grounded in research evidence."--Donald D. Deshler, PhD, Center for Research on Learning, University of Kansas

"This book is user-friendly and has an easy-to-follow format. It truly has something for every special or general education teacher interested in teaching students the skills they need in order to become independent, engaged learners. This would also be a great training tool for future teachers."--Barbara Danoff-Friedlander, MA, Special Education Resource Teacher, Montgomery County Public Schools, Maryland

Robert Reid, PhD, is a Professor in the Department of Special Education and Communication Disorders at the University of Nebraska-Lincoln. He received his doctorate in Special Education from the University of Maryland in 1991. Dr. Reid's research focuses on children with attention-deficit/hyperactivity disorder (ADHD) and on strategy instruction. He has published more than 60 articles and book chapters and presented at national and international conferences. Additionally, he codeveloped the ADHD-IV Rating Scale (1998). Dr. Reid received the American Educational Research Association's Special Education Student Research Award in 1992 and the Balilies Child Mental Health Award in 1996. He currently serves on the editorial boards of five journals and actively reviews for several others.

Torri Ortiz Lienemann, MEd, is a doctoral candidate at the University of Nebraska-Lincoln. Her work concentrates on strategy instruction and self-regulation, specifically in writing. Currently, Ms. Leinemann is involved in research on strategy instruction for students with ADHD; teaching undergraduate courses; grant writing; and creating new programs to assist students with special needs and their teachers. Ms. Leinemann has been a classroom resource teacher at both the middle and high school levels and served as a remedial teacher at an elementary school.