Strategy Instruction for Students with Learning Disabilities

Second Edition

Robert Reid, Torri Ortiz Lienemann, and Jessica L. Hagaman

HardcoverPaperbacke-bookprint + e-book
September 6, 2013
ISBN 9781462512201
Price: $92.00
308 Pages
Size: 7" x 10"
September 16, 2013
ISBN 9781462511983
Price: $42.00
308 Pages
Size: 7" x 10"
September 6, 2013
Price: $42.00
308 Pages
print + e-book
Paperback + e-Book (PDF) ?
Price: $84.00 $46.20
308 Pages

Filling an important need for K-12 educators, this highly practical book provides a step-by-step guide to cognitive strategy instruction, one of the most effective instructional techniques for struggling learners. The authors present well-validated strategies that target self-regulated learning and study skills as well as performance in specific content areas, such as writing, reading, and math. Detailed classroom examples illustrate how to teach the strategies systematically and monitor student outcomes. More than 20 reproducible worksheets, checklists, and other tools are included; purchasers get access to a Web page where they can download and print these materials in a convenient 8½“ x 11” size.

New to This Edition

“This book is clearly written, well organized, and based on sound cognitive research. It does a fine job of presenting quality study skills techniques, together with many examples and instructional aids....The book also provides a compelling rationale for teachers to invest ample time and effort in a sound, empirically supported method for teaching study skills techniques to students with LD.”

PsycCRITIQUES (on the first edition)

“Among the most powerful factors in moving the achievement needle for students with learning difficulties is high-quality strategy instruction. This book is a gold mine for teachers—it is brilliantly conceptualized and written. It provides a broad array of evidence-based practices that will transform how educators think about and design instruction for students who struggle in school. This second edition will remain one of the most frequently used resources for successfully teaching students how to learn.”

—Donald D. Deshler, PhD, Williamson Family Distinguished Professor of Special Education and Director, Center for Research on Learning, University of Kansas

“An outstanding book that should be part of every teacher’s professional library. Cognitive strategy instruction is an essential part of effective differentiated instruction that meets the needs of all learners. This book provides a comprehensive framework for classroom instruction and research-based strategies to maximize instructional impact. It is well organized and accessible. I highly recommend this book to any prospective or practicing teacher who teaches students with diverse needs.”

—Brenda Tracy, EdD, NCSP, Elementary Principal, Norris School District, Firth, Nebraska

“There is a wealth of research on strategy instruction, but Reid et al. supply what has been missing—a systematic implementation framework that teachers can understand and translate into practice. Most important, they share numerous examples that bring strategy instruction to life. The second edition demonstrates applications to new areas, notably handwriting, spelling, and the critically important area of working memory.”

—Daniel P. Hallahan, PhD, Charles S. Robb Professor of Education, University of Virginia

“The book emphasizes the importance of evidence-based instruction for students with learning difficulties and disabilities, and provides tools for classroom success. It is highly suitable for courses in instructional theory and methods. Current and future teachers get 'how-tos' for delivering strategy instruction to meet individual students' needs, plus an understanding of why it works. The topics are timely and well suited for teachers striving to meet Common Core State Standards initiatives.”

—Linda H. Mason, PhD, School of Education, University of North Carolina at Chapel Hill

Table of Contents

1. Why Use Strategy Instruction?

2. Building Background Knowledge

3. The Self-Regulated Strategy Development Model

4. How to Implement the SRSD Model

5. Self-Regulation Strategies

6. Implementing Self-Regulation Strategies

7. Integrating Strategies and Self-Regulation

8. Creating Lesson Plans Using the SRSD Model

9. Strategies for Handwriting and Spelling

10. Strategies for Written Language

11. Strategies in Reading Comprehension

12. Strategies in Mathematics

13. Study Skills Strategies

14. Mnemonics

About the Authors

Robert Reid, PhD, is Professor in the Department of Special Education and Communication Disorders at the University of Nebraska-Lincoln. His research focuses on children with attention-deficit/hyperactivity disorder (ADHD) and on strategy instruction. Dr. Reid has published more than 100 articles and book chapters and has presented at national and international conferences. Additionally, he codeveloped the ADHD-IV Rating Scale. He serves on the editorial boards of five journals and actively reviews for several others.

Torri Ortiz Lienemann, PhD, is District Learning Coordinator and Assistant Special Education Director at Norris School District 160, Firth, Nebraska. Her work focuses on providing teachers with the necessary tools, specifically data-driven instructional interventions, to meet the needs of all students. Currently, Dr. Lienemann is involved in researching vocabulary and reading comprehension in at-risk students; teaching undergraduate and graduate courses; grant writing; and creating new programs to assist students with special needs and their teachers. She has been a classroom resource teacher at the elementary, middle, and high school levels.

Jessica L. Hagaman, PhD, is Assistant Professor in the Department of Special Education and Communication Disorders at the University of Nebraska-Omaha. She specializes in the education of students with learning disabilities and at-risk students. Dr. Hagaman has classroom experience at the early childhood and elementary school levels. Her research interests include early intervention for at-risk students, strategy instruction, and academic interventions.


Classroom teachers and special educators in K–12; school psychologists; reading specialists.

Course Use

May serve as a text in special education methods courses.
Previous editions published by Guilford:

First Edition, © 2006
ISBN: 9781593852825
New to this edition: