References: Individual Deliberate Practice

Return to Individual Deliberate Practice strategy page.

References

Agarwal, P. K., D'Antonio, L., Roediger III, H. L., McDermott, K. B., & McDaniel, M. A. (2014). Classroom-based programs of retrieval practice reduce middle school and high school students' test anxiety. Journal of Applied Research in Memory and Cognition, 3(3), 131-139.

Alloway, T.P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.

American Psychological Association, Coalition for Psychology in Schools and Education. (2015). Top 20 principles from psychology for preK-12 teaching and learning. Retrieved from http://www.apa.org/ed/schools/cpse/top-twenty-principles.pdf

Bouwer, R., Koster, M., & van den Bergh, H. (2018). Effects of a strategy-focused instructional program on the writing quality of upper elementary students in the Netherlands. Journal of Educational Psychology, 110(1), 58.

Graham, S., & Hebert, M. A. (2010). Writing to read: Evidence for how writing can improve reading. A Carnegie Corporation Time to Act Report. Washington, DC: Alliance for Excellent Education.

Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 36(1), 12-19, 39.

Swanson, H. L., & Deshler, D. (2003). Instructing adolescents with learning disabilities: Converting a meta-analysis to practice. Journal of Learning Disabilities, 36(2), 124-135.

Thorne, G. (2006). 10 strategies to enhance students' memory. Metarie, LA: Center for Development and Learning. Retrieved from http://www.cdl.org/articles/10-strategies-to-enhance-students-memory/

Willis, J. (2006). Research-based strategies to ignite student learning. Alexandria, VA: ASCD.