Reciprocal Teaching of Reading Comprehension Strategies for Students with Learning Disabilities Who Use English as a Second Language

1996 ◽  
Vol 96 (3) ◽  
pp. 275-293 ◽  
Author(s):  
Janette Kettmann Klingner ◽  
Sharon Vaughn
Keyword(s):  
Learning Disabilities ◽  
Second Language ◽  
Reading Comprehension ◽  
Reciprocal Teaching ◽  
Comprehension Strategies ◽  
Students With Learning Disabilities ◽  
Reading Comprehension Strategies ◽  
Teaching Of Reading

Best Practices in Promoting Reading Comprehension in Students with Learning Disabilities 1976 to 1996

1997 ◽  
Vol 18 (4) ◽  
pp. 198-213 ◽  
Author(s):  
Margo A. Mastropieri ◽  
Thomas E. Scruggs
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Best Practices ◽  
Whole Language ◽  
Relevant Literature ◽  
Comprehension Strategies ◽  
Extensive Literature ◽  
Students With Learning Disabilities ◽  
Reading Comprehension Strategies ◽  
Questioning Strategies

Abstract In this review, the best practices for facilitating reading comprehension for students with learning disabilities are described and summarized. these best practices were derived from the results of an extensive literature review of research in reading comprehension with students with learning disabilities. analysis of all relevant literature revealed consistently high effects for some reading comprehension strategies. strongest outcomes were observed for teacher-led questioning and self-questioning strategies, followed by text-en hancem ent strategies, and, finally, strategies involving basic skills instruction and reinforcement. the few studies that were located in the area of whole language yielded less positive outcomes. implications for effective practice are described.

Reading Comprehension Strategies for Students With Learning Disabilities Who Are Emergent Bilingual

2020 ◽  
Vol 56 (1) ◽  
pp. 3-12
Author(s):  
Suheyla Sarisahin
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Comprehension Strategies ◽  
Students With Learning Disabilities ◽  
Reading Comprehension Strategies ◽  
Emergent Bilingual ◽  
Comprehension Skills ◽  
Students With Ld ◽  
Support Students ◽  
Reading Comprehension Skills

Teachers of students with learning disabilities (LD) who also are emergent bilingual (EB) are tasked with meeting students’ individual learning needs and developing academic language. Teachers require specialized knowledge in second-language acquisition and the specific learning strategies to support students’ learning disabilities. Reading comprehension skills are the foundational skills that students with LD who are EB most often need to improve. When working with students, research-based reading strategies to support their reading comprehension skills are critical, but must also support students’ developing English proficiency. This article identifies research-based reading comprehension strategies supportive of developing English proficiency that may be implemented for students with LD who are EB in the elementary grade levels. A self-evaluation tool is provided to guide teachers in helping their students to improve their reading comprehension skills while supporting their language development.

Effectiveness of Comprehension Strategies Mobile App (COSMA) on Reading Comprehension Performances of Students With Learning Disabilities

2021 ◽  
pp. 016264342110135
Author(s):  
Ahmet Bilal Özbek ◽  
Cevriye Ergül
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Reading Skills ◽  
Positive Impact ◽  
Mobile App ◽  
Comprehension Strategies ◽  
Single Subject ◽  
Students With Learning Disabilities ◽  
Multiple Choice Tests ◽  
Experimental Process

The aim of this study is to investigate the effectiveness of the Comprehension Strategies Mobile App (COSMA) on the reading comprehension performance of students with learning disabilities. Four students with learning disabilities (three boys, one girl) participated in the study. The experimental process of the study was carried out according to the multiple baseline across participants model of single-subject experimental designs. Reading comprehension performance of students was assessed with multiple-choice tests and retells. Students’ use of strategies was evaluated with on-task metacognitive interviews. Findings showed that COSMA has a positive impact on students’ reading comprehension performances. It was determined that the students’ motivation to use the mobile app was high, the opinions of families and teachers of the software were positive and they observed an increase in students’ reading skills. Findings are discussed further.

Increasing Secondary Students’ Comprehension Through Explicit Attention to Narrative Text Structure

2021 ◽  
pp. 004005992110255
Author(s):  
Whitney Sommers Butler ◽  
Casey Hord ◽  
Susan Watts-Taffe
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
High School Students ◽  
Reading Instruction ◽  
Secondary Students ◽  
Text Structure ◽  
Literacy Skills ◽  
Students With Learning Disabilities ◽  
Narrative Texts ◽  
School Students

In spite of the prevailing assumption that formal reading instruction is no longer needed once adolescents reach high school, students at the secondary level still benefit from explicit reading instruction to continue developing advanced literacy skills enabling them to access complex narrative texts. This article argues for the importance of teachers to scrutinize the texts they plan to teach to determine what instruction and supports are needed to promote reading comprehension for students with learning disabilities. Specifically, this article examines how nonlinear text structures can challenge adolescent reading comprehension and illustrates explicit text structure instruction with three exemplar texts which use unconventional narrative patterns. The article emphasizes the importance of considering the qualitative features of texts to inform instruction to support reading comprehension for students with learning disabilities.

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