Applying a Cohesive Set of Comprehension Strategies to Content-Area Instruction

Autor/inn/en	Swanson, Elizabeth; Edmonds, Meaghan S.; Hairrell, Angela; Vaughn, Sharon; Simmons, Deborah C.
Titel	Applying a Cohesive Set of Comprehension Strategies to Content-Area Instruction
Quelle	In: Intervention in School and Clinic, 46 (2011) 5, S.266-272 (7 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451210395385
Schlagwörter	Reading Comprehension; Textbooks; Inferences; Social Studies; Elementary School Students; Intervention; Cues + Suchen Sie Ihr Suchwort? Leseverstehen; Textbook; Text book; Schulbuch; Lehrbuch; Inference; Inferenz; Gemeinschaftskunde; Stichwort
Abstract	Upper elementary content-area teachers often face the challenge of how to make content-area text more accessible and learnable for their students. Whereas there exists a range of comprehension strategies that can be applied to informational text, the premium on instructional time leaves teachers in search of a cohesive, efficient, and effective set of comprehension strategies that can be applied to existing textbook materials. In this article, a set of reading comprehension strategies designed for informational readings in social studies textbooks will be described. A description of each strategy is followed by a timeline for introduction and techniques for increasing task difficulty over time. (Contains 5 figures.) (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