Abstract
The instructional utility of employing modeling strategies to promote skill acquisition in the content areas of arithmetic, spelling, reading, expressive language and handwriting is presented vis-a-vis descriptions of several basic modeling strategies and teaching procedures in which models are integral components. Examples of instructional procedures wherein models have been used successfully as prompts and corrective feedback are given. It is argued that despite research evidence that modeling strategies are viable teaching tactics across categories of exceptionality and skill areas, systematic application of the use of models is not widely practiced.
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