Inclusive Comprehension Strategy Instruction: Reciprocal Teaching and Adolescents with Intellectual Disability

Autor/in	Hovland, Jessica B.
Titel	Inclusive Comprehension Strategy Instruction: Reciprocal Teaching and Adolescents with Intellectual Disability
Quelle	In: TEACHING Exceptional Children, 52 (2020) 6, S.404-413 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hovland, Jessica B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059920914334
Schlagwörter	Students with Disabilities; Teaching Methods; Reciprocal Teaching; Reading Comprehension; Reading Skills; Adolescents; Intellectual Disability; Equal Education; Educational Legislation; Federal Legislation; Elementary Secondary Education; Common Core State Standards; High School Students; Scaffolding (Teaching Technique); Inclusion; Reading Material Selection; Time Factors (Learning); Prediction; Questioning Techniques; Documentation + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Leseverstehen; Reading skill; Lesefertigkeit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Intellect; Verstand; Bildungsrecht; Schulgesetz; Bundesrecht; Common core curriculum; Curriculum; Kerncurriculum; High school; High schools; Oberschule; Inklusion; Vorhersage; Befragungstechnik; Fragetechnik; Dokumentation
Abstract	The ability to read independently is essential for success in high school, college, and most careers. Students with disabilities must be able to comprehend literally and inferentially to meet the demands of the general education curriculum and navigate the complex political, social, and economic environment of the 21st century (King- Sears & Bowman-Kruhm, 2010; Murnane et al., 2012). An ability to understand text may also add to the quality of life for individuals with intellectual disabilities (ID) by allowing access to independent living choices and community activities (Boudreau, 2002; Fautsch- Patridge et al., 2011). Reciprocal teaching is a research-based strategy that increases reading comprehension skills in diverse groups of adolescents with and without disabilities. Through predicting, questioning, clarifying, and summarizing, readers not only become aware of their own understanding but also increase their ability to collaboratively learn from the written word. (ERIC).
Anmerkungen	SAGE Publications. 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	2024/1/01