As students grow aware of their learning styles and the process of studying, they become more successful. Content disciplines, such as social studies or science, require students to integrate many skills and provide a prime opportunity to explicitly teach metacognition. A structured metacognitive approach can be especially effective and even necessary for struggling readers to succeed, especially for those students with dyslexia. Explore strategies to foster students ability to think about thinking as they face reading and executive-functioning challenges in their content classes.
TEACHING/INSTRUCTION/INTERVENTION: Discover the relationship between executive functioning and student learning and performance.
Disclosure: Bruce Miller has no relevant financial or nonfinancial relationships to disclose.
Social Studies Department Head,