References: Self-monitoring

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References

Berkeley, S., Marshak, L., Mastropieri, M. A., & Scruggs, T. E. (2011). Improving student comprehension of social studies text: A self-questioning strategy for inclusive middle school classes. Remedial and Special Education, 32(2), 105-113.

Borgna, G., Convertino, C., Marschark, M., Morrison, C., & Rizzolo, K. (2011). Enhancing deaf students' learning from sign language and text: Metacognition, modality, and the effectiveness of content scaffolding. Journal of Deaf Studies and Deaf Education, 16(1), 79-100.

Farrell, A., & McDougall, D. (2008). Self-monitoring of pace to improve math fluency of high school students with disabilities. Behavior Analysis in Practice, 1(2), 26.

Harris, K. R., Graham, S., Mason, L. H., & Friedlander, B. (2008). Powerful writing strategies for all students. Baltimore, MD: Paul H. Brookes Publishing Co.

Hott, B. L., Evmenova, A., & Brigham, F. J. (2014). Effects of peer tutoring and academic self-monitoring on the mathematics vocabulary performance of secondary students with emotional or behavioral disorders. Journal of the American Academy of Special Education Professionals, 113–132.

Israel, S. E. (2005). Metacognition in literacy learning : Theory, assessment, instruction, and professional development. Mahwah, NJ: Routledge.

Reid, R., Trout, A. L., & Schartz, M. (2005). Self-regulation interventions for children with attention deficit/hyperactivity disorder. Exceptional Children, 71(4), 361-377.

Santangelo, T., Harris, K. R., & Graham, S. (2007). Self-regulated strategy development: A validated model to support students who struggle with writing. Learning Disabilities: A Contemporary Journal, 5(1), 1-20.

Wilhelm, J. D. (2001). Improving comprehension with think-aloud strategies. New York, NY: Scholastic Inc.