Direct Instruction of Inferential Reading Comprehension Strategies to Increase Reading Comprehension for Students with Disabilities PDF Download
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Author: Heather Dulas
Publisher:
ISBN:
Category :
Languages : en
Pages : 116
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Book Description
The research question addressed was, how does direct teaching of inferential reading strategies impact students' ability to use these skills when reading independently? The motivating factor for this capstone was the challenge students faced in the classroom and on standardized tests when expected to answer inferential comprehension questions after reading; although students were able to demonstrate literal comprehension, they continued to struggle with inferential comprehension tasks. Based on Tovani (2000, 2004) and Beers' (2003) research, the author selected two inferential reading comprehension strategies to explicitly teach ninth and tenth grade students with learning disabilities. Methods of instruction are documented and related literature explored to validate the study. The author describes both success and challenges in implementing the strategies and concludes: 1) explicit strategy instruction is valuable when teaching students with learning disabilities; 2) students with disabilities may not immediately generalize strategies used in the classroom when working independently.
Author: Heather Dulas
Publisher:
ISBN:
Category :
Languages : en
Pages : 116
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Book Description
The research question addressed was, how does direct teaching of inferential reading strategies impact students' ability to use these skills when reading independently? The motivating factor for this capstone was the challenge students faced in the classroom and on standardized tests when expected to answer inferential comprehension questions after reading; although students were able to demonstrate literal comprehension, they continued to struggle with inferential comprehension tasks. Based on Tovani (2000, 2004) and Beers' (2003) research, the author selected two inferential reading comprehension strategies to explicitly teach ninth and tenth grade students with learning disabilities. Methods of instruction are documented and related literature explored to validate the study. The author describes both success and challenges in implementing the strategies and concludes: 1) explicit strategy instruction is valuable when teaching students with learning disabilities; 2) students with disabilities may not immediately generalize strategies used in the classroom when working independently.
Author: Janette K. Klingner
Publisher: Guilford Publications
ISBN: 1462517420
Category : Language Arts & Disciplines
Languages : en
Pages : 241
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Book Description
This book has been replaced by Teaching Reading Comprehension to Students with Learning Difficulties, Third Edition, ISBN 978-1-4625-5479-9.
Author: James David Cooper
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 422
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Book Description
Author: P. David Pearson
Publisher: Holt McDougal
ISBN:
Category : Education
Languages : en
Pages : 264
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Book Description
Author: Daniel J. Boudah
Publisher: Daniel J. Boudah, PH.D.
ISBN: 9780578029283
Category : Education
Languages : en
Pages : 160
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Book Description
For some students, the challenge of understanding content often results in failure. In particular, many students have difficulty understanding the main ideas in what they read, especially when they have to "read between the lines." In response to this challenge, some low performing students have acquired and use specific learning strategies to become successful despite their knowledge and skill deficits. This book provides step by step instructions for teachers to use The Main Idea Strategy. See accompanying student practice materials (ISBN 978-0-578-07233-3). Valuable for classroom use, tutoring programs, or home schooling. For elementary, middle, high school or adult literacy students.
Author: Nancy Radojevic
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
This study examined the effects of providing students with explicit instruction in how to use a repertoire of reading comprehension strategies and test taking skills when reading and responding to three types of questions (direct, inferential, critical). Specifically, the study examined whether providing students with a "model" of how to read and respond to the text and to the comprehension questions improved their reading comprehension relative to providing them with implicit instruction on reading comprehension strategies and test taking skills. Students' reading comprehension and test taking performance scores were compared as a function of instructional condition. Students from 2 grade 8 classes participated in this study. The reading component of the Canadian Achievement Tests, Third Edition (CAT/3) was used to identify students' level of reading comprehension prior to the formal instructional sessions. Students received either explicit instruction, which involved modelling, or implicit instruction, which consisted of review and discussion of the strategies to be used. Comprehension was measured through the administration of formative tests after each instructional session. The formative tests consisted of reading comprehension questions pertaining to a specific form of text (narrative, informational, graphic). In addition, students completed 3 summative tests and a delayed comprehension test which consisted of the alternative version of the CAT/3 standardized reading assessment. These data served as a posttest measure to determine whether students had shown an improvement in their reading comprehension skills as a result of the program delivery. There were significant differences in students' Canadian Achievement Test performance scores prior to the onset of the study. Students in the implicit group attained significantly higher comprehension scores than did students in the explicit group. The results from the program sessions indicated no significant differences in reading comprehension between the implicit and explicit conditions, with the exception of the 6th session involving the reading and interpreting of graphic text. Students in the explicit group performed significantly better when reading and interpreting graphic text than those in the implicit group. No significant differences were evident between the two study conditions across the three summative tests. Upon completion of the study, the results from the Canadian Achievement Test indicated no significant differences in performance between the two study conditions. The findings from this study reveal the effectiveness of providing students with explicit strategy instruction when reading and responding to various forms of text. Modelling the appropriate reading comprehension strategies and test taking skills enabled students to apply the same thought processes to their own independent work. This form of instruction enabled students in the explicit group to improve in their abilities to comprehend and respond to text and therefore should be incorporated as an effective form of classroom teaching.
Author: Anita L. Archer
Publisher: Guilford Publications
ISBN: 1462547915
Category : Education
Languages : en
Pages : 306
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Book Description
Explicit instruction is systematic, direct, engaging, and success oriented--and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area. The authors are leading experts who provide clear guidelines for identifying key concepts, skills, and routines to teach; designing and delivering effective lessons; and giving students opportunities to practice and master new material. Sample lesson plans, lively examples, and reproducible checklists and teacher worksheets enhance the utility of the volume. Purchasers can also download and print the reproducible materials for repeated use. Video clips demonstrating the approach in real classrooms are available at the authors' website: www.explicitinstruction.org. See also related DVDs from Anita Archer: Golden Principles of Explicit Instruction; Active Participation: Getting Them All Engaged, Elementary Level; and Active Participation: Getting Them All Engaged, Secondary Level
Author: Virginia Ann Wedding
Publisher:
ISBN:
Category : Learning disabled children
Languages : en
Pages : 73
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Book Description
Author: Richard J. Morris
Publisher: Routledge
ISBN: 1135925135
Category : Education
Languages : en
Pages : 656
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Book Description
This book assembles into one volume summaries of school-based intervention research that relates to those who deal on a regular basis with the growing body of students having high-incidence learning disabilities and/or behavior disorders: special educators, school psychologists, and clinical child psychologists. Chapter authors begin with an overview of their topic followed by a brief section on historical perspectives before moving on to the main section – a critical discussion of empirically based intervention procedures. In those instances where evidence-based prescriptions can legitimately be made, authors discuss best practices and the conditions (e.g., classroom environment, teacher expertise) under which these practices are most effective. A final section deals with policy issues.
Author: Jane Oakhill
Publisher: Routledge
ISBN: 1317628985
Category : Education
Languages : en
Pages : 178
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Book Description
The ultimate aim of reading is not the process but to understand what we read and comprehension can take place at many different levels. There has been an increasing emphasis on the importance of reading comprehension in recent years but despite this there is very little written on this vital topic accessible to trainee and practicing teachers. The Handbook of Reading Comprehension presents an overview of recent findings on reading comprehension and comprehension problems in children. It provides a detailed examination of the characteristics of children who have reading comprehension difficulties, and examines ways in which comprehension can be supported and improved. It is accessibly written for students and professionals with no previous background in the psychology of reading or reading problems. This indispensable handbook asks the question ‘what is comprehension?’ The authors consider comprehension of different units of language: understanding single words, sentences, and connected prose and outline what readers (and listeners) have to do to successfully understand an extended text. This book also considers comprehension for different purposes, in particular reading for pleasure and reading to learn and explores how reader characteristics such as interest and motivation can influence the comprehension process. Different skills contribute to successful reading comprehension. These include word reading ability, vocabulary knowledge, syntactic skills, memory, and discourse level skills such as the ability to make inferences, knowledge about text structure, and metacognitive skills. The authors discuss how each one contributes to the development of reading comprehension skill and how the development of these skills (or their precursors) in pre-readers, provides the foundation for reading comprehension development. Areas covered include:- Word reading and comprehension Development of comprehension skills Comprehension difficulties Assessment Teaching for improvement Throughout the text successful experimental and classroom based interventions will be highlighted, practical tips for teachers and summary boxes detailing key points and explaining technical terms will be included in each chapter
