Collaborative Strategic Reading for Students with Learning Disabilities in Upper Elementary Classrooms

Autor/inn/en	Boardman, Alison G.; Vaughn, Sharon; Buckley, Pamela; Reutebuch, Colleen; Roberts, Greg; Klingner, Janette
Titel	Collaborative Strategic Reading for Students with Learning Disabilities in Upper Elementary Classrooms
Quelle	In: Exceptional Children, 82 (2016) 4, S.409-427 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402915625067
Schlagwörter	Grade 4; Grade 5; Elementary School Teachers; Reading Strategies; Cooperative Learning; Reading Comprehension; Teaching Methods; Reading Instruction; Learning Disabilities; Elementary School Students; Instructional Effectiveness; Urban Schools; Randomized Controlled Trials; Student Characteristics; Intervention; Reading Tests; Diaries; Check Lists; Validity; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Reading strategy; Leselernstufe; Lesetechnik; Kooperatives Lernen; Leseverstehen; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Learning handicap; Lernbehinderung; Unterrichtserfolg; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lesetest; Diary; Tagebuch; Checkliste; Gültigkeit
Abstract	Sixty fourth- and fifth-grade general education teachers were randomly assigned to teach Collaborative Strategic Reading (CSR; Klingner, Vaughn, Boardman, & Swanson, 2012), a set of reading comprehension strategies, or to a business-as-usual comparison group. Results demonstrate that students with learning disabilities (LD) who received CSR instruction in their general education classrooms--approximately 2 times each week over a 14-week period--made significantly greater gains in reading comprehension than students with LD in comparison classrooms (g = 0.52). Teachers in CSR classrooms were also more likely to provide feedback to students and to use collaborative grouping structures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01