Reading Comprehension Instruction: Summarization and Self-Monitoring Training for Students with Learning Disabilities

1991 ◽  
Vol 58 (3) ◽  
pp. 270-279 ◽  
Author(s):  
Linda Duncan Malone ◽  
Margo A. Mastropieri
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Training Session ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Self Monitoring ◽  
Think Aloud Protocols ◽  
Reading Comprehension Instruction ◽  
Before And After ◽  
Monitoring Training

Forty-five middle-school students with learning disabilities were randomly assigned to one of three reading-comprehension training conditions: (a) summarization training, (b) summarization training with a self-monitoring component, or (c) traditional instruction. All students were interviewed before and after training regarding the strategies they typically employ during reading comprehension; during one training session, “think aloud” protocols were collected. Results indicated that students with learning disabilities trained in summarization procedures performed statistically higher on all dependent measures. In addition, on some transfer measures, students who were trained in the monitoring component statistically outperformed those with only the summarization training.

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.

Double-Bubble Thinking Maps and Their Effect on Reading Comprehension in Spanish-English Bilingual Middle School Students With Learning Disabilities

2020 ◽  
pp. 073194872095864
Author(s):  
Kristie L. Calvin ◽  
Shelley Gray
Keyword(s):  
Middle School ◽  
Learning Disabilities ◽  
Reading Comprehension ◽  
Middle School Students ◽  
Single Case ◽  
Students With Learning Disabilities ◽  
Double Bubble ◽  
School Students ◽  
English Bilingual ◽  
Compare And Contrast

The purpose of this single case design study was to examine the efficacy of using double-bubble Thinking Maps to improve the reading comprehension of middle school Spanish-English bilingual middle school students with learning disabilities. Participants included three female Spanish-English bilingual middle school students with learning disabilities. In this multiple baseline across participants single case design study, we taught students to create a double-bubble map, a type of compare and contrast graphic organizer, for 12 expository compare and contrast text passages over 12 forty-five minute sessions. We assessed performance on creating the double-bubble map and on reading comprehension measures across baseline, intervention, and maintenance phases. Each participant learned to create an accurate double-bubble map for compare and contrast expository texts within two sessions. Reading comprehension scores began to increase within two intervention sessions for each participant. Results showed the positive effect of using the double-bubble Thinking Map to improve reading comprehension of compare and contrast texts. Individual (.895–.967) and overall TAU-U effect sizes (.94) showed the intervention to be highly effective. Based on the effect sizes, the double-bubble Thinking Map was effective for improving the reading comprehension of middle school Spanish-English bilingual students with learning disabilities.

Reading Comprehension Interventions for Middle School Students With Learning Disabilities

2011 ◽  
Vol 45 (4) ◽  
pp. 327-340 ◽  
Author(s):  
Michael Solis ◽  
Stephen Ciullo ◽  
Sharon Vaughn ◽  
Nicole Pyle ◽  
Bindiya Hassaram ◽  
...  
Keyword(s):  
Middle School ◽  
Learning Disabilities ◽  
Reading Comprehension ◽  
Middle School Students ◽  
Students With Learning Disabilities ◽  
School Students
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