Students with learning disabilities in the elementary grades, middle school, and secondary school have used Read, Imagine, Decide, and Do (RIDD) since 1996. The strategy was first developed to assist students when dealing with math word problems and to aid students in reading directions. In the following article, the author describes the strategy and provides a framework for practitioners to use throughout the curriculum. Information is included from previous studies, and the first lesson is described in detail.
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