| ClarifyingExpectations | | high interest reading free of complex vocabulary |
| ContextClues | | pointing out potential benefits clearly and specifically |
| WARF | | a common characteristic of students with disabilities |
| SelfInstruction | | Stop |
| Posttest | | identification of strengths and weaknesses, and skills required to know and communicate their needs |
| ControlledMaterials | | Questioning Yourself |
| LAMPS | | technological strategy for identifying misspelled words |
| FOIL | | Checking Yourself |
| POWER | | accurate perceptions of strengths, needs, and abilities for independent learning |
| SelfAdvocacy | | after you give your reasons, do this to revise your essay |
| SCROL | | developing the values, attitudes, knowledge and skills needed to make responsible decisions and take actions dealing with their own learning |
| SCAN | | smallest parts of word meaning |
| SelfAwareness | | strategy to increase or adjust reading speed |
| LackofOrganization | | strategy that uses many body parts to improve listening |
| SPACE | | textbook reading strategy |
| SelfReinforcement | | definition, synonym, antonym, example, general |
| SelfQuestioning | | strategy to outline chapter for reading comprehension |
| CALLUP | | Use this strategy to carry your tens |
| GiveMeFive | | the second pretest |
| SelfMonitoring | | Rewarding Yourself |
| Morphemes | | verbal cues when students first attempt a skill |
| GuidedPractice | | mathematical strategy used mostly with high school students |
| PARS | | writing strategy that involves self-questioning and peer-editing |
| IndependentLearning | | Talking to Yourself |
| CHECK | | lecture note strategy |