A Review of Current Research on Reading Instruction and the Learning Disabled Student.

Autor/inn/en	Becker, Evelyn Z.; McCormick, Sandra
Titel	A Review of Current Research on Reading Instruction and the Learning Disabled Student.
Quelle	(1991), (51 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Advance Organizers; Classroom Techniques; Elementary Secondary Education; Grouping (Instructional Purposes); Imagery; Instructional Effectiveness; Knowledge Level; Learning Disabilities; Metacognition; Oral Reading; Reading Comprehension; Reading Instruction; Remedial Reading; Research and Development; Student Placement; Teaching Methods; Text Structure; Theory Practice Relationship; Word Recognition + Suchen Sie Ihr Suchwort? Lernmaterial; Klassenführung; Grouping; Gruppenbildung; Metaphorik; Unterrichtserfolg; Wissensbasis; Learning handicap; Lernbehinderung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Leseverstehen; Leseunterricht; Leseförderung; Forschung und Entwicklung; Schülerpraktikum; Teaching method; Lehrmethode; Unterrichtsmethode; Textstruktur; Theorie-Praxis-Beziehung; Worterkennung
Abstract	This review examines all data-based ecologically valid studies published in "Learning Disability Quarterly" or "Journal of Learning Disabilities" that addressed reading instruction and were published from 1980 to 1990. It first looks at studies focusing on comprehension, including such reader factors as prior knowledge, metacognition, and visual imagery. It then examines studies focusing on text factors such as advance organizers and illustrations. Finally studies related to word identification and oral reading are discussed. Tables compare major studies in each category. Results of the review suggest that providing background knowledge, metacognitive training, and visual imagery training may result in improved comprehension for learning-disabled students, given sufficient time and instruction. Specific instruction on word identification to improve oral reading is supported, as are various types of text previewing. Evidence that error correction instructional techniques may facilitate both word recognition and comprehension is reported, as is evidence that academically handicapped children may benefit from placement with similar ability peers. (67 references) (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01