Instructional Makeover: Supporting the Reading Comprehension of Students with Learning Disabilities in a Discussion-Based Format

Autor/in	Hollenbeck, Amy Feiker
Titel	Instructional Makeover: Supporting the Reading Comprehension of Students with Learning Disabilities in a Discussion-Based Format
Quelle	In: Intervention in School and Clinic, 46 (2011) 4, S.211-220 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451210389035
Schlagwörter	Reading Comprehension; Learning Disabilities; Special Education Teachers; Inferences; Academic Accommodations (Disabilities); Reading Instruction; Reading Strategies; Inclusion; Educational Practices; Questioning Techniques; Classroom Observation Techniques; Reader Text Relationship; Teaching Methods; Instructional Innovation + Suchen Sie Ihr Suchwort? Leseverstehen; Learning handicap; Lernbehinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Inference; Inferenz; Leseunterricht; Reading strategy; Leselernstufe; Lesetechnik; Inklusion; Bildungspraxis; Befragungstechnik; Fragetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Educational Innovation; Bildungsinnovation
Abstract	Comprehension instruction for students with learning disabilities (LD) is explored from three perspectives, all within the framework of engaging students in meaningful conversations about text with their general education peers. First, excerpts from lesson transcripts are provided to illustrate one special educator's emphasis on student-generated questions about text, a comprehension strategy highlighted by the National Reading Panel. This same instruction is next considered from the viewpoint of the research base in special education to integrate principles of explicit instruction. Finally, student-generated questioning is presented from a third perspective not typically seen in special and general education: making transparent the relationships between comprehension strategies and active reading. Guided practice with tasks such as developing questions is unlikely to build the comprehension skills of struggling readers without explicit connections to the task of making meaning while reading text. (Contains 2 figures and 1 note.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10