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Research Results:Comprehension Strategies for Remedial Readers. Created by: Christina Weischedel. What are some of the specific reasons why remedial readers (especially learning disabled students) struggle with comprehension? . Ineffective search behaviors Inadequate decoding skills

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research results comprehension strategies for remedial readers
Research Results:Comprehension Strategies for Remedial Readers

Created by:

Christina Weischedel

slide2

What are some of the specific reasons why remedial readers (especially learning disabled students) struggle with comprehension?

  • Ineffective search behaviors
  • Inadequate decoding skills
  • Inability to connect causal relationships
  • Impaired working memory
  • Lack of motivation
slide3

How does motivation factor into comprehension?

Remedial readers lack motivation because they can not connect to the text.

Engaged readers are described as students who are motivated, strategic, knowledgeable, and socially interactive.

slide4

“…students with LD require more instruction if they are to achieve mastery, particularly if the students are to be successful in transferring learned comprehension skills to new, untrained materials and retaining critical information” (Rabren, Darch, & Eaves, 1999).

  • All previously stated instructional methods go from explicit teacher modeling, think alouds, and explanations as to how and why strategies are being used
  • Flexibility in all models to accommodate the needs of the students
  • Teacher
  • Teacher-
  • Student
  • 3. Student
slide5

What does the research show are effective comprehension strategies for remedial readers?

  • Direct Instruction (Engelman, Becker, Carnine, & Gersten, 1988)
  • Transactional Strategy Instruction (Pressley et al., 1992)
  • Collaborative Strategic Reading (Klinger, Vaughn, & Schumm, 1998)
slide6

Direct Instruction

By: Darch 1993

  • Presentation of an explicit problem solving strategy
  • Mastery teaching of each step in the strategy
  • Development of specific correction procedures for student errors
  • A gradual transition from teacher-directed work to independent work, and
  • Built –in cumulative review of previously taught concepts
slide7

Transactional Strategy Instruction

3 Phases of Participation

(Casteel, Isom, Jordan, (2000). Creating confident and competent readers: transactional strategies instruction. Intervention in School and Clinic, 34, p.68-69)

  • Explanation and Modeling
  • Practice and Coaching
  • Transfer of Responsibility
slide8

Collaborative Strategic Reading

(Klinger & Vaughn, (1999). Promoting reading comprehension, content learning, and English acquisition through collaborative strategic reading (CSR). Reading Teacher, 52, 738-747)

  • Before Reading (Preview)
  • During Reading (Click & Clunk)&

(Get the Gist)

  • After Reading (Wrap-up)
slide10

QAR

Raphael, 1982

slide13

Conclusion

  • Educators seek to produce life-long readers. In order for this to occur, there must be some fundamental factors in place.
  • Readers must be able to comprehend
  • Direct Instruction, Transactional Strategies Instruction, and Collaborative Strategic Reading are three methods that proved effective when teaching remedial readers
  • Students must be motivated to read
  • Ultimate goal is to encourage intrinsic motivation
  • Readers read for knowledge and enjoyment
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