Effects of Hand-Drawn and Computer-Generated Concept Mapping on the Expository Writing of Middle School Students with Learning Disabilities

2002 ◽  
Vol 17 (2) ◽  
pp. 124-139 ◽  
Author(s):  
Janet M. Sturm ◽  
Joan L. Rankin-Erickson
Keyword(s):  
Middle School ◽  
Learning Disabilities ◽  
Middle School Students ◽  
Concept Mapping ◽  
Expository Writing ◽  
Students With Learning Disabilities ◽  
School Students

Teaching Middle School Students With Learning Disabilities to Comprehend Text Using Self-Questioning

2017 ◽  
Vol 53 (5) ◽  
pp. 276-282 ◽  
Author(s):  
Laurice M. Joseph ◽  
Kelsey M. Ross
Keyword(s):  
Middle School ◽  
Learning Disabilities ◽  
Middle School Students ◽  
Evidence Based ◽  
Effective Strategy ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Reading Text ◽  
Progress Monitor

Middle school students with learning disabilities often struggle to gain meaning from text. Engaging in self-questioning is an effective strategy for comprehending text, however, middle school students with learning disabilities often do not naturally engage in self-questioning before, during, or after reading. These students may also have difficulty generating questions to ask themselves while reading text. This article presents evidence-based methods and specific instructional scaffolds for teaching middle school students with learning disabilities to generate questions on their own before, during, and after reading. A discussion of how to progress monitor students’ acquisition of self-questioning will also be provided.

Sign in / Sign up

Export Citation Format

Share Document