The Effects of the Paraphrasing Strategy on the Reading Comprehension of Young Students

Autor/inn/en	Hagaman, Jessica L.; Casey, Kathryn J.; Reid, Robert
Titel	The Effects of the Paraphrasing Strategy on the Reading Comprehension of Young Students
Quelle	In: Remedial and Special Education, 33 (2012) 2, S.110-123 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932510364548
Schlagwörter	Reading Comprehension; Grade 3; Reading Instruction; Teaching Methods; Elementary School Students; Reading Skills; Recall (Psychology); Self Determination; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Leseverstehen; School year 03; 3. Schuljahr; Schuljahr 03; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Reading skill; Lesefertigkeit; Abberufung; Selbstbestimmung
Abstract	Reading comprehension is an important component of academic success and a skill required for many activities in school. However, little is known about effective reading comprehension interventions for younger students. This study investigated the effects of the paraphrasing strategy taught using the self-regulated strategy development model. Participants were six third grade students identified as fluent readers who experienced difficulty with comprehension. All instruction for the six participants was one on one. Results indicate that the use of the RAP paraphrasing strategy increased reading comprehension as measured by the percentage of text recall and short-answer questions (RAP is a three-step strategy: Read a paragraph, Ask myself "What was the main idea and two details?" and Put it into my own words). Ideas for future research and implications are discussed. (Contains 2 figures and 2 tables.) (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	2017/4/10