References: Self-monitoring

Return to Self-monitoring strategy page.

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.