Improving Reading Comprehension for Adolescents With Language and Learning Disorders

2021 ◽  
pp. 152574012110314
Author(s):  
Shannon Hall-Mills ◽  
Leesa Marante ◽  
Breanna Tonello ◽  
Lauren Johnson
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Text Comprehension ◽  
Expository Text ◽  
Learning Disorders ◽  
Text Structure ◽  
Structure Identification ◽  
Language Learning Disabilities ◽  
Text Structures

The present case study illustrates the use of explicit text structure intervention for expository reading comprehension with three adolescents with language learning disabilities (LLD). We investigated whether it was feasible to provide direct instruction on the identification of signal words that denote compare–contrast relations between concepts, the purpose and nature of expository text structures, and the use of graphic organizers to assist in retell of target passages and compare/contrast text comprehension. The intervention was effective in improving participants’ text structure identification, signal word recognition, and comprehension of compare–contrast text. This preliminary case study demonstrates that a short-term text structure intervention is feasible and can benefit adolescents with LLD who struggle with expository reading comprehension. Implications for clinical and educational services and future directions for research are provided.

Text Structure Strategy for Expository Reading Comprehension: Case Study With an Adolescent With Noonan Syndrome

2021 ◽  
pp. 1-11
Author(s):  
Shannon Hall-Mills ◽  
Leesa Marante
Keyword(s):  
Reading Comprehension ◽  
Noonan Syndrome ◽  
Text Comprehension ◽  
Intervention Program ◽  
Expository Text ◽  
Language Disorder ◽  
Text Structure ◽  
Language And Literacy ◽  
History Of

Purpose This article describes the implementation of a text structure strategy approach to reading comprehension intervention to improve comprehension of expository texts for an adolescent with Noonan Syndrome and a history of developmental language disorder and reading disability. Method The text structure intervention program was created for a feasibility study with adolescents who have language and literacy disorders. In the present case study, we investigated whether it was possible to improve expository text comprehension in a client with Noonan Syndrome and a history of significant needs in literacy. The text structure program leveraged the participant's progressive knowledge and awareness of specific text structures and structure signal words for improved comprehension of compare-contrast texts. The participant attended 60-min sessions twice weekly for three weeks at a university clinic. Results The participant demonstrated an increase in signal word identification as well as compare-contrast text comprehension. Conclusions This preliminary case study demonstrates that a short-term, explicit text structure strategy intervention is feasible for treatment of reading comprehension difficulties. This study also provides support for future text structure research with adolescent language and literacy deficits secondary to medical complexities.

Expository Text: Reading Comprehension, Bilingualism, and Instructional Strategies

2009 ◽  
Vol 16 (2) ◽  
pp. 45-53 ◽  
Author(s):  
Karla Bejos
Keyword(s):  
Reading Comprehension ◽  
Instructional Strategies ◽  
Text Comprehension ◽  
Expository Text ◽  
Text Structure ◽  
Literacy Skills ◽  
Text Reading ◽  
Text Reading Comprehension ◽  
Bilingual Readers ◽  
Expository Text Comprehension

Abstract This literature review examines reading comprehension issues related to expository text. It describes what factors contribute to the complexity of expository text, what abilities and skills a reader must possess, and expository text structure. The review addresses influences of bilingualism on expository text comprehension. It discusses the relation of second language oral proficiency on reading, the complexity of the reading task for bilinguals, how they approach reading, and the transfer of literacy skills across languages. The final section reviews instructional strategies aimed at improving reading comprehension of expository text. This includes strategies to teach comprehension of the cause and effect concept, paraphrasing, and types of tasks to assess reading comprehension that are appropriate for bilingual readers.

scholarly journals USING TEAM WORD-WEBBING TECHNIQUE TO IMPROVE STUDENTS’ READING COMPREHENSION AT THE TENTH GRADE OF SMA USDATARA KOTA SORONG

2018 ◽  
Vol 6 (1) ◽  
pp. 12
Author(s):  
Ahmad Wael
Keyword(s):  
Reading Comprehension ◽  
Text Comprehension ◽  
Expository Text ◽  
Alternative Hypothesis ◽  
Text Structure ◽  
Tenth Grade ◽  
Post Test ◽  
Reading Text ◽  
The One ◽  
Academic Year

This study was  carried  out  to  find  out  whether  or  not  team  word-webbing technique  can improve students’ reading comprehension on expository reading text comprehension, description text structure, particularly to the students at the tenth grade of SMA Usdatara Kota Sorong in academic year 2016/2017. In this study the writer used pre-experimental study. Pre-experiment or pre experimental, the design used in this study was the one group pretest-posttest design, the writer only teaches in one class because the school only has one class for each grade. This design includes a pre-test measure followed by a treatment and a post-test for a single group. From the statistical analysis by using paired sample t-test on SPSS 16.00, the output of statistical computation showed that the score of t-count was 6.749 with the df 18. The score of t-table for standard significant 5% (0.05) and df 18 was 2.101. Thus, the score of t count was higher than ttable (6.749 > 2.101), it can be clearly concluded that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It means that team word-webbing technique can improve students’ on reading expository text in comprehension description text structure, particularly to the students at the tenth grade of SMA Usdatara Kota Sorong in academic year 2016/2017.  

Text Comprehension: Graphic Organizers to the Rescue

2009 ◽  
Vol 10 (3) ◽  
pp. 82-89
Author(s):  
Janet L. Proly ◽  
Jessica Rivers ◽  
Jamie Schwartz
Keyword(s):  
Reading Comprehension ◽  
Text Comprehension ◽  
Graphic Organizers ◽  
Expository Text ◽  
Supporting Evidence

Abstract Graphic organizers are a research based strategy used for facilitating the reading comprehension of expository text. This strategy will be defined and the evolution and supporting evidence for the use of graphic organizers will be discussed. Various types of graphic organizers and resources for SLPs and other educators will also be discussed.

Diagnosing and Remediating Writing Problems of Gifted Students with Language Learning Disabilities

1985 ◽  
Vol 9 (1) ◽  
pp. 25-43 ◽  
Author(s):  
Lenore Ganschow
Keyword(s):  
Learning Disabilities ◽  
Language Learning ◽  
Gifted Students ◽  
Learning Disabled ◽  
Sixth Grader ◽  
Language Learning Disabilities ◽  
Instructional Objectives ◽  
Writing Problems ◽  
The Individual

This article examines an approach to diagnosing and remediating writing problems of gifted students with language learning disabilities. Case studies of a third grader, sixth grader, and college student demonstrate differences in literacy problems among the gifted/learning disabled. An informal tool to diagnose writing problems is described and demonstrated with each case study. An instructional approach which takes into consideration developmental, remedial, and adaptive needs of the individual is examined, and three sample instructional objectives for writing are explored.

Short-term training on working memory updating and metacognition in primary school: The effect on reading comprehension

2019 ◽  
Vol 40 (6) ◽  
pp. 641-657
Author(s):  
Caterina Artuso ◽  
Barbara Carretti ◽  
Paola Palladino
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Text Comprehension ◽  
Text Processing ◽  
Transfer Effects ◽  
Memory Updating ◽  
Written Text ◽  
Effective Strategies ◽  
Text Structures ◽  
Working Memory Updating

This study analyzed the potential transfer effects on reading comprehension skills of two different training programs administered to 9- to 10-year-old children attending fourth grade classes. One training program was based on a working memory updating paradigm (i.e., words, digits, sentence and text updating working memory tasks). The other program was based on metacomprehension activities focused on text structures, genres, text sensitivity, and text comprehension strategies. Performance was compared pre and post training on running memory, text updating, and reading comprehension tasks. The results showed that significant gains were obtained in both text updating and reading comprehension tasks, with a far transfer effect for both types of training. Limited nearest transfer effects suggest that gains could be due to acquisition of effective strategies in both programs, with training suitable for improving written text processing; however, performance did not differ between programs.

How to Teach Expository Text Structure to Facilitate Reading Comprehension

2011 ◽  
Vol 64 (5) ◽  
pp. 368-372 ◽  
Author(s):  
Masoumeh Akhondi ◽  
Faramarz Aziz Malayeri ◽  
Arshad Abd Samad
Keyword(s):  
Reading Comprehension ◽  
Expository Text ◽  
Text Structure

Comparison of Two Reading Feedback Strategies in Improving the Oral and Written Language Performance of Children With Language-Learning Disabilities

2003 ◽  
Vol 12 (1) ◽  
pp. 16-27 ◽  
Author(s):  
Linda K. Crowe
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Language Learning ◽  
Oral Reading ◽  
Written Language ◽  
School Age ◽  
Expressive Vocabulary ◽  
Language Performance ◽  
Language Learning Disabilities ◽  
Feedback Strategies

Twelve school-age children with language-learning disabilities (LLD) participated in a study comparing the effects of two reading feedback strategies for improving their oral and written language performance. Children were matched for age, disability, gender, and general reading performance. Participants were assigned to one of three study groups, Treatment 1 (T1), Treatment 2 (T2), or Control (C). Children were pre- and posttested on standardized tests of reading and oral vocabulary. T1 and T2 participated in 6 weeks of reading intervention. T1 used traditional decoding-based feedback strategies, and T2 used meaning-based feedback strategies, termed Communicative Reading Strategies (CRS). Significant differences across groups were found for reading comprehension, oral reading, and expressive vocabulary measures. Pairwise comparisons indicated that T2 performed significantly better than T1 and C on reading comprehension at posttest. Though not reaching levels of significance, T2 made greater gains than T1 and C on oral reading and expressive vocabulary measures. Results are discussed with implications for using CRS (T2) with school-age poor readers.

scholarly journals Effect of cognitive & metacognitive Strategy developing reading comprehension emphasizing students’ linguality

2022 ◽  
Author(s):  
Peyman Abbasi
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Text Comprehension ◽  
Language Skills ◽  
Reading Development ◽  
Main Idea ◽  
Metacognitive Strategy ◽  
Written Texts ◽  
Comprehension Ability ◽  
Main Ideas

Abstract Reading comprehension ability is potency of students to comprehend meaning of written texts, text details and main ideas. Furthermore, ability of reading comprehension activated learners to communicate with writers. To understand main ideas of written texts, help learners to be aware and to get particular messages from texts. Cognitive and metacognitive knowledges help readers to analyze, to summarize, to judge, and to distinguish main idea of reading texts and also more details about writer viewpoints to predicate and decision making to monitor text contents too. Monolingual students are those groups which must be aware about impacts of metacognitive strategy upon reading development and comprehension through to prepare and emanate bio feedbacks with teachers. Hence, monolingual groups have to be taught more than bilingual ones due to their low – proficiency levels and also their weak knowledge capacities about reading development strategies. Indeed, today understanding the effective strategies which help to learn language skills for all of scholars in TESOL domains is very significant, so every teacher that is aware about efficacy of those psychological strategies like cognitive and metacognitive or both; he or she is able to teach language skills particularly reading comprehension very conveniently and more productive language learning results. Without understanding reading strategy text comprehension to learn language skills is impossible.

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