Literaturnachweis - Detailanzeige
| Autor/inn/en | Pollack, Marney S.; Shelton, Alexandra; Clancy, Erin; Lemons, Christopher J. |
|---|---|
| Titel | Sentence-Level Gist: Literacy Instruction for Students with Learning Disabilities in Co-Taught Classrooms |
| Quelle | In: Intervention in School and Clinic, 56 (2021) 4, S.233-240 (8 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | ORCID (Pollack, Marney S.) ORCID (Shelton, Alexandra) Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1053-4512 |
| DOI | 10.1177/1053451220944378 |
| Schlagwörter | Literacy Education; Reading Instruction; Reading Improvement; Reading Comprehension; Teaching Methods; Sentences; Reading Difficulties; Learning Disabilities; Students with Disabilities; Team Teaching |
| Abstract | Several strategies that demonstrate promise are available for educators to improve reading comprehension outcomes for students. However, some students, including students with and at risk for learning disabilities, require more intensive supports to develop proficiency in reading comprehension. To support these students, teachers must intensify instruction. This article describes an intensive main idea identification strategy, "sentence-level gist," for teachers to use with students with persistent reading comprehension difficulties in the co-taught classroom. The sentence-level gist strategy requires students to determine the subject and important words in each sentence and then synthesize this information to write a main idea statement for a section of a text. (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 | 2024/1/01 |
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