9-1: Defend why students with high-incidence disabilities need strategy instruction based on the notion of strategic learner.

9-2: Define attention and mnemonic strategies and describe how to teach them. Provide examples for on-task attention, selective attention, acronyms, acrostics, rhymes, keywords, and pegwords.

9-3: Compare and contrast organizing strategies, study strategies, test-taking strategies and notetaking strategies. Provide multiple examples of each and describe when and how they should be taught.

9-4: Describe why learning strategies may be particularly helpful to English learners.