The Effects of Blended Text-Processing and Linguistic Comprehension Interventions among Struggling Middle-School Readers

Autor/inn/en	Barth, Amy E.; Vaughn, Sharon; McCulley, Elisabeth V.
Titel	The Effects of Blended Text-Processing and Linguistic Comprehension Interventions among Struggling Middle-School Readers
Quelle	In: International Journal for Research in Learning Disabilities, 2 (2015) 2, S.2-17 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-565X
Schlagwörter	Middle School Students; Reading Difficulties; Intervention; Reading Instruction; Teaching Methods; Reading Comprehension; Inferences; Language Processing; Listening Comprehension; Control Groups; Experimental Groups; Comparative Analysis; Statistical Analysis; Pretests Posttests; Instructional Effectiveness; Reading Tests; Student Characteristics; Texas + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Reading difficulty; Leseschwierigkeit; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Leseverstehen; Inference; Inferenz; Sprachverarbeitung; Hörverständnis; Statistische Analyse; Unterrichtserfolg; Lesetest
Abstract	Reading comprehension is an essential academic skill (Nash & Snowling, 2006;National Reading Panel, National Institute of Child Health and Human Development, 2000).Yet, among students in the eighth grade, approximately 64% of all students and 91% of students with disabilities do not read at proficient levels (National Center for Education Statistics [NCES], 2013). This suggests that when reading grade-level texts, a large percentage of middle grade readers are not able to accurately connect important ideas in text, form inferences that integrate information in text with general knowledge of the topic, and synthesize common ideas across various texts (NCES, 2013). These data highlight the need for intensive reading interventions that explicitly teach middle-grade struggling readers how to comprehend grade level texts and acquire content knowledge from the texts they read. [This paper is based on the William M. Cruickshank Memorial Lecture delivered at the 2015 Conference of the International Academy for Research in Learning Disabilities.] (As Provided).
Anmerkungen	International Academy for Research in Learning Disabilities. e-mail: ijrld@bc.edu; Web site: http://www.iarld.com/home/the-journal-thalamus
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11