Chabot College
November, 1995
Replaced Fall 2010
Course Outline for English 120
LEARNING SKILLS - STUDY STRATEGIES
Catalog Description:
120 - Learning Skills - Study Strategies
May be repeated 3 times
2 units
Guided practice in specific compensatory and study strategies for those with learning disabilities.
Designed for students with identified learning disabilities who are actively enrolled in an academic
course. Focus on utilizing skills and strategies in conjunction with academic course materials.
Strongly Recommended: English 116. 2 hours lecture.
[Typical contact hours: 35]
Prerequisite Skills:
None
Expected Outcomes for Students:
Upon completion of the course the students should:
1. demonstrate compensatory strategies suitable to his/her specific learning disability and learning
style;
2. demonstrate the ability to use study skills appropriate to the materials being used;
3. demonstrate familiarity with services available to him/her;
4. demonstrate the ability to apply self-advocacy techniques with instructors.
Course Content:
1. Review strategies appropriate for the student's specific learning disability in order to increase
learning efficiency and effectiveness including use of
a. books
b. tape recorders
c. graph paper for math
d. computers
e. Disabled Student Center services
f. self-advocacy techniques for working with instructors
2. Application of appropriate study strategies to texts and assignments from their content courses
including:
a. comprehension strategies such as SQ3R
b. notetaking techniques
c. using the POWER process or equivalent, a tape recorder and/or a computer for written
responses
d. organization of notebooks and assignments
e. finding and using research sources
f. test-taking strategies
g. test anxiety coping skills
h. summarizing and paraphrasing review
i. word problem review
Chabot College
Course Outline for English 120, Page 2
November 1995
Methods of Presentation:
1.
2.
3.
4.
5.
6.
7.
Lecture
Films
Guided practice
Class discussion
Individualized instruction
Small groups
Role playing
Methods of Evaluating Student Progress:
1. Demonstration of techniques on work from content courses
2. Class participation
3. Exams on application of strategies
Textbook(s) (Typical):
The Confident Student, Carol Kanar, Houghton Mifflin Co
How to Study, Kenneth Stanley, Dale Seymour Pub.
Special Student Materials:
Tape recorder, Franklin Speller or other such equipment pertinent to specific LD strategies and
accommodations
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11/27/95