Literaturnachweis - Detailanzeige
| Autor/inn/en | Butler, Whitney Sommers; Hord, Casey; Watts-Taffe, Susan |
|---|---|
| Titel | Increasing Secondary Students' Comprehension through Explicit Attention to Narrative Text Structure |
| Quelle | In: TEACHING Exceptional Children, 54 (2022) 6, S.394-403 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Butler, Whitney Sommers) ORCID (Hord, Casey) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0040-0599 |
| DOI | 10.1177/00400599211025548 |
| Schlagwörter | Secondary School Students; Reading Comprehension; Reading Instruction; Students with Disabilities; Learning Disabilities; Text Structure; Instructional Design; Literature |
| Abstract | In spite of the prevailing assumption that formal reading instruction is no longer needed once adolescents reach high school, students at the secondary level still benefit from explicit reading instruction to continue developing advanced literacy skills enabling them to access complex narrative texts. This article argues for the importance of teachers to scrutinize the texts they plan to teach to determine what instruction and supports are needed to promote reading comprehension for students with learning disabilities. Specifically, this article examines how nonlinear text structures can challenge adolescent reading comprehension and illustrates explicit text structure instruction with three exemplar texts which use unconventional narrative patterns. The article emphasizes the importance of considering the qualitative features of texts to inform instruction to support reading comprehension for students with learning disabilities. (As Provided). |
| 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: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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