TY - JOUR TI - Metacognition and reading: Implications for instruction AU - Spires, H. T2 - Reading DA - 1990/// PY - 1990/// VL - 24 IS - 3 SP - 151–156 ER - TY - JOUR TI - Effects of interspersed adjunct questions on comprehension monitoring: Implications for postsecondary reading instruction AU - Spires, H. AU - Schmelzer, R. T2 - Research and Teaching in Developmental Education DA - 1990/// PY - 1990/// VL - 7 IS - 1 SP - 19–24 ER - TY - JOUR TI - Restructuring of Mainstream Sociometry with Learning Disabled and Nonhandicapped Students AU - Sabornie, Edward J. AU - Marshall, Kathleen J. AU - Ellis, Edwin S. T2 - Exceptional Children AB - Sociometric ratings assigned by and to 50 elementary school students with learning disabilities and 50 nonhandicapped elementary school students (in matched pairs) were compared in this study. In addition, traditional sociometric status applied to social impact and social preference was also examined. Results showed that the matched pairs did not differ significantly in assigned status to their peers, but differed significantly in acceptance and rejection received from their shared classmates. Students with learning disabilities and nonhandicapped students differed significantly in social preference, but not in social impact. DA - 1990/1// PY - 1990/1// DO - 10.1177/001440299005600404 VL - 56 IS - 4 SP - 314-323 J2 - Exceptional Children LA - en OP - SN - 0014-4029 2163-5560 UR - http://dx.doi.org/10.1177/001440299005600404 DB - Crossref ER - TY - JOUR TI - Strategy-based Adaptive Instruction in Content-area Classes AU - Ellis, Edwin S. AU - Sabornie, Edward J. T2 - Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children AB - The differences of 13 content-area teachers' perceptions of familiarity, value, use, assistance needed to routinely implement, and reasonableness of being expected to routfnely implement six cognitive strategy-based adaptive teaching procedures for facilitating mastery of content subject-matter were investigated using quantitative and qualitative methods. Subjects were systematically trained in each procedure, and they implemented each procedure in their content-area classrooms. Quantitative data were collected using a forced-choice Likert instrument and analyzed using a series of repeated measures one-way analyses of variance and Duncan's multiple range a posteriori contrasts. Teachers were significantly more familiar with procedures for strategically enhancing material via organizational and mnemonic devices than with metacognitive-oriented instructional techniques (p < .02), but they valued the metacognitive-oriented techniques significantly more than mnemonic devices. No differences were found among the six options on measures of use, assistance needed, and reasonableness to be expected to routinely employ the procedures. Results also showed that teachers placed high value on all six options, and they reported frequent use of these options. They also reported that it is reasonable to be expected to routinely employ these adaptive teaching procedures. Qualitative data were gathered via a structured interview format requiring oral and written responses. These responses clarified the quantitative data. Results are discussed in terms of the social validity of the adaptive teaching procedures, implications for teacher-trainers and consultants, and future research. DA - 1990/4// PY - 1990/4// DO - 10.1177/088840649001300209 VL - 13 IS - 2 SP - 133-144 J2 - Teacher Education and Special Education LA - en OP - SN - 0888-4064 1944-4931 UR - http://dx.doi.org/10.1177/088840649001300209 DB - Crossref ER - TY - JOUR TI - Teaching Social Skills to Students with Mild Handicaps AU - Sabornie, Edward J. AU - Beard, Gene H. T2 - TEACHING Exceptional Children DA - 1990/9// PY - 1990/9// DO - 10.1177/004005999002300110 VL - 23 IS - 1 SP - 35–38 SN - 0040-0599 2163-5684 UR - http://dx.doi.org/10.1177/004005999002300110 ER - TY - JOUR TI - Extended sociometric status of adolescents with mild handicaps: A cross‐categorical perspective AU - Sabornie, Edward J. AU - Kauffman, James M. AU - Cullinan, Douglas A. T2 - Exceptionality AB - Abstract We compared adolescents identified as having mild mental retardation, learning disabilities, behavioral disorders, and no known handicaps on regular classroom sociometric status extended to include measures of social impact and social preference. Students attended regular classroom physical education classes in six high schools from two adjacent school districts. We administered a rating scale sociometric in physical education classes where students with mild handicaps were enrolled. Results indicated that not all students with mild handicaps were similar in social acceptance, rejection, and preference. Students with mild handicaps also differed in composition of subgroups labeled popular, rejected, neglected, controversial, and average. We discuss implications concerning social standing differences across types of mild handicaps and the value of examining sociometric status in the manner employed here. DA - 1990/1// PY - 1990/1// DO - 10.1080/09362839009524754 VL - 1 IS - 3 SP - 197-209 J2 - Exceptionality LA - en OP - SN - 0936-2835 1532-7035 UR - http://dx.doi.org/10.1080/09362839009524754 DB - Crossref ER -