Dahlin, K.I.E. (2010). Effects of working memory training on reading in children with special needs. Reading and Writing, 24(4), 479-491.
Watch how this primary school teacher incorporates discussions about Emotion into his classroom.
Kennedy, M. J., & Romig, J. E. (2021). Cognitive load theory: An applied reintroduction for special and general educators. TEACHING Exceptional Children, 00400599211048214.
Cards with strategies for managing emotions help students remember how to act when faced with strong feelings.
Kennedy, M. J., & Romig, J. E. (2021). Cognitive load theory: An applied reintroduction for special and general educators. Teaching Exceptional Children, 00400599211048214.
Teaching students how to label, identify, and manage emotions helps them learn Inhibition & Self-Regulation skills.
Seo, S., Brownell, M. T., Bishop, A. G., & Dingle, M. (2008). Beginning special education teachers' classroom reading instruction: Practices that engage elementary students with learning disabilities. Exceptional Children, 75(1), 97-122.
Seo, S., Brownell, M. T., Bishop, A. G., & Dingle, M. (2008). Beginning special education teachers' classroom reading instruction: Practices that engage elementary students with learning disabilities. Exceptional Children, 75(1), 97-122.
Flinchbaugh, C. L., Moore, E. W. G., Chang, Y. K., & May, D. R. (2012). Student well-being interventions: The effects of stress management techniques and gratitude journaling in the management education classroom. Journal of Management Education, 36(2), 191-219.
However, educators can support Metacognition by asking students to practice evaluating their own knowledge or thinking (for example, through formative assessment such as peer feedback, teacher check-ins, or self-assessment checklists or inventories), and to practice using these evaluations to effectively plan and direct their own learning.
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