A seventh-grade history teacher has a class of very low struggling readers. To help them better understand and comprehend the readings, he has taught them to use the SQ3R strategy. He knows he must adapt the strategy to work for struggling readers, but he is finding that the students still are not passing the tests. This is most likely because:
a. the assigned readings are too long (10–12 pages) for the strategy to be successful.
b. he has had too many discussions about the material and not enough review time.
c. he has broken the readings into too many chunks with questions between readings.
d. All of the above.
a
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