Strategy Instruction to Support Struggling Readers in Comprehending Expository Main Ideas

2020 ◽  
Vol 56 (2) ◽  
pp. 74-83
Author(s):  
Carol Sue Englert ◽  
Troy V. Mariage
Keyword(s):  
Struggling Readers ◽  
Reading Intervention ◽  
Strategy Instruction ◽  
Expository Texts ◽  
Elementary Grades ◽  
Teaching Process ◽  
Comprehension Strategy ◽  
Question Prompts ◽  
Thinking Process ◽  
Main Ideas

This article describes a comprehension strategy that can be used by teachers to help students identify and construct the main ideas for expository texts. The BURNS Strategy (i.e., Box. Underline. Reread. Note. Summarize.) was developed as part of a larger reading intervention to improve the comprehension performance of struggling readers in the elementary grades. The BURNS strategy was designed to incorporate thinking scaffolds and question prompts to guide students through a thinking process that might help them construct the main ideas. This article reports on the teaching process and instructional scaffolds used in the intervention, and discusses implications for teaching main ideas in the intervention setting.

The Effects of a Peer-Mediated Reading Intervention on Juvenile Offenders’ Main Idea Statements About Informational Text

2017 ◽  
Vol 43 (2) ◽  
pp. 290-301 ◽  
Author(s):  
Jade Wexler ◽  
Deborah K. Reed ◽  
Erin E. Barton ◽  
Marisa Mitchell ◽  
Erin Clancy
Keyword(s):  
Juvenile Offenders ◽  
Juvenile Justice ◽  
Struggling Readers ◽  
Reading Intervention ◽  
Visual Analysis ◽  
Juvenile Justice System ◽  
Single Case ◽  
Main Idea ◽  
Informational Text ◽  
Main Ideas

Many youth in the juvenile justice system with or at risk for emotional and behavioral disorders struggle with reading. A multiple-baseline-across-participants single-case research design was used to examine the relationship between a supplemental peer-mediated reading intervention and juvenile offenders’ generation of main idea statements about informational text, which we used as an indicator of reading comprehension. Overall, students demonstrated considerable variability across conditions, which may have been related to contextual factors in the juvenile justice facility. Visual analysis of the results suggested a moderately positive, although variable, impact on students’ generation of main ideas. Implementing rigorously designed research in juvenile justice facilities remains challenging. We discuss implications for providing supplemental reading intervention for struggling readers within these settings.

Influence of Reading-Comprehension Strategy Information on Children's Achievement Outcomes

1992 ◽  
Vol 15 (1) ◽  
pp. 51-64 ◽  
Author(s):  
Dale H. Schunk ◽  
Jo Mary Rice
Keyword(s):  
Strategy Instruction ◽  
Strategy Use ◽  
Strategy Training ◽  
Comprehension Instruction ◽  
Comprehension Strategy ◽  
Children's Achievement ◽  
Remedial Readers ◽  
Achievement Outcomes ◽  
Improved Performance ◽  
Main Ideas

Two experiments investigated the effects of sources of strategy information on children's acquisition and transfer of reading outcomes and strategy use. Children with reading-skill deficiencies received comprehension instruction on main ideas. In Experiment 1, some students were taught a comprehension strategy, while others received strategy instruction and strategy-value feedback linking strategy use with improved performance; controls received comprehension instruction without the strategy. In Experiment 2, children were taught the comprehension strategy or received instruction without strategy training; they were then given comprehension instruction on details. Some children were taught how to modify the strategy; others did not employ the strategy on details. Children who received strategy-value feedback (Experiment 1) and strategy-modification instruction (Experiment 2) demonstrated the highest self-efficacy, skill, strategy use, and transfer. These results support the idea that remedial readers benefit from information about strategy usefulness.

scholarly journals Možnosti využití teorie OPTIMAL ve školní tělesné výchově a výuce sportovních her

2019 ◽  
Vol 12 (2) ◽  
pp. 166-171
Author(s):  
Radka Peřinová
Keyword(s):  
Physical Education ◽  
Motor Learning ◽  
Teaching Practice ◽  
The Body ◽  
Traditional Teaching ◽  
Teaching Process ◽  
Teaching Games For Understanding ◽  
Active Involvement ◽  
Optimal Theory ◽  
Main Ideas

The objectives of the prepared article are to give the readers a brief account of the main ideas and foundations stones of a relatively new theory of motor learning, OPTIMAL, formulated by Gabriele Wulf and Rebecca Lewthwait, and also to point out the possibility of its application in school physical education lessons, particularly in teaching sports games. The authors critically assess “traditional” teaching of new locomotor skills stressing the frequent neglect of the internal motivation of pupils and support for their autonomy. According to them, in traditional teaching practice, internal focus of attention is imposed on the pupils, i.e. concentration on the movements of the body or its parts. They claim that the result of such an approach is learning that is not sufficiently effective. On the contrary, they recommend that the teachers should consciously raise the pupils’ expectations, support the need for autonomy by their more active involvement in the teaching process and focus their attention externally, towards the goals of the task. It seems that the practical application of the OPTIMAL theory in school physical education lessons is feasible. It is, above, all the support for autonomy that follows the current trends. However, we expect high demands set on the organization of the teaching process and on the teachers themselves. Future testing in the school practice is necessary. The TGFU (Teaching Games for Understanding) didactic paradigm has been successfully used in teaching sports games for a number of years. Due to the similarity of some principles of the OPTIMAL theory and this paradigm, it is apparent that the new theory of motor learning could be successful, too, particularly in teaching the fundamentals of game skills in sports games. This assumption, however, should also become a subject of testing in the future.

Selecting a Reading Intervention Program for Struggling Readers: A Case Study of an Urban District

2018 ◽  
Vol 27 (3) ◽  
pp. 234-252
Author(s):  
Kathryn C. Auletto ◽  
Mary-Kate Sableski
Keyword(s):  
Reading Instruction ◽  
Struggling Readers ◽  
Reading Intervention ◽  
Intervention Program ◽  
Research Question ◽  
Intervention Programs ◽  
Primary Data ◽  
Urban District ◽  
Reading Intervention Program ◽  
Long Term Impact

Reading intervention programs provide the foundation for the educational success of students, especially those who are considered struggling readers. States across the country recently implemented legislation related to reading achievement, in which districts are required to provide specific literacy interventions to struggling readers in order to prevent retention. The choice in reading instructional programs has long-term impact on the future of students, as it is these programs that determine the need for retention in response to this legislation. This research study examines the factors that affect the decision of an urban district in selecting a reading intervention program to support struggling readers. The primary data sources include interviews and observations of two teachers who have chosen different reading intervention programs within the district. This study provides insights into schools currently affected by this policy and how they are choosing to respond to the new demands. The research question is: What factors influence an urban school district's decision about specific reading instruction programs for struggling readers in response to state legislation requirements?

Sign in / Sign up

Export Citation Format

Share Document