1. Problem…

2. Limited class time and teacher resources
Grade level curriculum expectations
Below level abilities
below level reading skills
+ grade level curriculum
frustration & failure!

3. Solution…

4. …Study guides…
a guide used to study

5. 1. Classified students (special education)
2. Students receiving basic skills services
3. Students with “504 Plans”
4. English Language Learners (ELL)
5. Students living in impoverished environments

6. Common IEP
Accommodations
Provide study guides
Use of study guides
Provide study guide three days before
quizzes/tests
Preview concepts prior to lessons
Provide models

7. Accommodation?
Study guides are
not “answer
keys” to test
questions.

8. Background Information…
 Study guides can make a major contribution to
learning:
- enables students to make the best use
of available learning opportunities
- study guides tailor opportunities to meet
specific learning needs
-study guides support development of
effective study skills necessary to be
independent learners.
Haarden, Laidlaw & Hesketh, 1999

9. Background Information…
 The emphasis in a study
guide is on the process
of learning, and not on
content.
 The guide advises
students about what
they should be learning
and how they should be
learning, rather than
simply being a source
of information
Haarden, Laidlaw & Hesketh, 1999

10. Background Information…
 Struggling older readers require more time,
practice, and discussion to achieve adequate
progress. (Fletcher, Lyons, Fuchs, Barnes, 2007)

11. Format Considerations

12. Format Considerations …
Elizabeth Kenny-Foggin©May 2011

13. Simultaneous Multisensory (VAKT)

14. Morphological/Structural Analysis Approach…
Affixes in
text
sections to
develop
word
meaning  Visual
 Sentence)
Syllabication
to assist with
fluency an
pronunciation

15. Previewing…

16. Time Management…
Students
develop
“To Do”
lists
throughout
school year

17. Highlighting…
Highlighting practice development are very
important to include in study guides

18. Testing strategy…

19. After Class Presentation
Follow up Activities

20. Visual
representations
of key concepts

23. Student Feedback…
A sampling of student comments by students who
eventually voluntarily requested study guides:
Student 1: “Just come to my house, Mrs. K-F and you will see them
[study guide]all over my room; of course I use them!”
Student 2: “Mrs. K, can’t you tell? My grades are better. Of
course, I use them [study guides], but not every part, just the parts I
need.
Student 3: “I use them to review and to write out my notes.”

24. Student Feedback…
Originally some students did not use the study guides.
THEN
…as the weeks progressed, students began to
take the study guides…
Why?
They realized there was more to the study guides, and
their grades improved.

25. References…
Fletcher, Lyons, Fuchs, Barnes. (2007).
Haarden, R. M., Laidlaw, J. M., Hesketh, E. A. AMEE Medical
Education
Guide No 16: Study guides-their use and preparation.
(1999).
Medical Teacher, Vol. 21, No. 3.
Kenny-Foggin, E. Multisensory Study Guides: Beyond
Memorization.
(2011). Handouts from 2011 International Dyslexia
Association Conference; Chicago, ILL.