Procedural Facilitators and Cognitive Strategies: Tools for Unraveling the Mysteries of Comprehension and the Writing Process, and for Providing Meaningful Access to the General Curriculum

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Self-regulated strategy development instruction for writing an opinion essay: Effects for six students with emotional/behavior disorders (2008, background): “Improving the writing skills of students with EBD in traditional formats and genres addresses the call in the Individuals with Disabilities Act (IDEA) for curricula accessibility ( Baker, Gertsen, & Scanlon, 2002 ), and therefore must be considered.”
Eyes on the Prize: Teaching Complex Historical Content to Middle School Students with Learning Disabilities (2006, background): “…structures would be 265Exceptional Children 266 Spring 2006 useful to these students in terms of comprehension of text and understanding of course content (Baker et al., 2002; Ferretti, MacArthur, & Okolo, 2001; Gersten, Fuchs, Williams, & Baker, 2001; Graham, Harris, MacArthur, & Schwartz, 1991).”
The effect of instruction type and dyadic or individual emulation on the quality of higher-order peer feedback in EFL (2010, background): “Especially when composing or revising collaboratively, students can experience new and/or higher-order strategies and may emulate these and as a result achieve higher levels of competence (Baker et al., 2002; Hillocks, 1986). Through negotiation, questioning and explanation (verbalisation), students”