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Inclusion Instructional Strategies. Reading Comprehension Grades 5-7 By: Sharon Lenhart Heidi Raitt Jo Lynne Cady. Language Arts Descriptor. 1C - Students who meet the standard can comprehend a broad range of reading materials. Examples: Ask and respond to open-ended questions

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Inclusion instructional strategies l.jpg

Inclusion Instructional Strategies

Reading Comprehension

Grades 5-7

By: Sharon Lenhart

Heidi Raitt

Jo Lynne Cady

Language arts descriptor l.jpg
Language Arts Descriptor

1C - Students who meet the standard can comprehend a broad range of reading materials.


  • Ask and respond to open-ended questions

  • Identify the author's controlling idea/thesis

  • Interpret concepts or make connections

    through analysis, evaluation, inference, and/or comparison

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  • Explicitly teach strategies for different reading materials (i.e., fiction, non-fiction)

  • Practice reading/discussing various materials in class (news articles, essays)

  • Utilize cooperative groups to read and discuss articles

  • Explicitly teach

    figurative language terms

  • Debate contrasting opinion

    articles in class

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Accommodations Cont.

  • Formulate questions prior to reading; answer them after reading

  • Extra-credit for reading and summarizing newspaper and magazine articles or short stories

  • Practice identifying the main idea for various styles of writing

  • Create reading buddies to read

    and discuss material

  • Provide the same

    book/novel written at

    various reading levels

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  • Quiz or test students on fewer questions related to the text.

  • Simplify visual aids and

    require the student to learn

    less material.

  • Allow students to list the characters of a story instead of the “big ideas”.

  • Allow students to prepare a book cover instead of a book report.

  • Allow students to prepare a poster instead of a research paper.

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International Reading Association

Newark, DE 19714

Tel: (302) 731-1600

Professional literacy association

Direct Instruction Reading Text

By Douglas W. Carnine

Publisher – Merrill Prentice Hall

LinguiSystems, Inc.

East Moline, IL 61244

Teaching Materials

Jamestown Education

Columbus, OH 43216

Teaching Materials

PCI Education

San Antonio, TX 782265

Teaching Materials

Teacher Resources

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Tips For Parents

  • Read with your child and discuss the “big ideas”.

  • Subscribe to a magazine your

    child has an interest in and

    discuss the articles together.

    3. Read and discuss the newspaper with your child.

    4. Build a library in your own home.

    5. Take your child to the library and let them sign up for their own library card.

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Tips for Parents, cont.

6. Readaloud to your children whatever their ages.

7. Stimulate discussion by asking open-ended questions that do not have right or wrong answers, but instead, invite thinking and learning: “How do you feel about…?”

  • Model thinking about what you read by

    stopping to discuss a key point.

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Gersten, R., Fuchs, L.S., Williams, J.P., Baker,S., (1998 Summer). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research 71(2), 279-320.

  • Reviewed20 years of reading comprehension research

  • Narrative and expository text interventions

  • School age children with LD

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Research, cont.

  • Best Practices:

    - narrative- story grammar (story Maps)

    - expository – teaching multiple strategies vs. one strategy

    - multiple strategies seem to boost transfer of comprehension across materials

  • Future Research

    - student characteristics and amount of modeling required

    - multiple strategy instruction and

    transfer across materials

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Jitendra, A., Hoppes, M., & Xin, Y., (2000). Enhancing Main Idea Comprehension for Students with Learning Problems: The Role of a Summarization Strategy and Self-Monitoring Instruction. The Journal of Special Education, 34(3), 127-139.

  • 18 students (experimental group), 15 students (control group) / middle school

  • Small group instruction, taught a main idea strategy, and self-monitoring procedure

  • Results indicated students in the experimental group out performed the control group in recalling main ideas and maintained usage of the strategy over time.

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Salembier, G., (1999). SCAN and RUN: A reading comprehension strategy that works. Journal of Adolescent & Adult Literacy, 42(5), 386-394.

  • 95 eighth grade students (low, average, high achievers, and students with LD and E/BD disorders)

  • Strategy used with expository text

  • Results:

    Prior to strategyhomework scores, mean of 65%

    8 weeks after strategy, mean of 84%

    Prior to strategy test & quiz scores, mean of 72%

    8 weeks after strategy, mean of 86%

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Special Organizations

International Reading Association

Reading Is Fundamental

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Online web sites with free literacy games

Reading Realities

At-Risk Series Software

Reading Concepts Software PCI Education

PCI Education “Real-life” situations teach

Builds skills in inference, reading comprehension skills

factual recall, fact or opinion,

and drying conclusions

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Web Site Evaluation

  • Developed by Raymond C. Jones

  • Assistant Professor at Wake Forest Univ.

  • Provides reading comprehension strategies and sites that support each particular strategy

  • Lists strategies (KWL, Graphic Organizers that we have learned at NIU)

  • Good Web Site

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Web Site Evaluation

  • Developed by Dr. Donald Leu and Julie Coiro

  • Includes links to literacy sites, including instruction in KWL, SQ3R, and the Cloze procedure

  • Provides links to research and literacy journals

  • Can search by grade level

  • Provides links to materials and curricula for multiple literacy subjects

  • Good Web Site

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Web Site Evaluation comprehension/

  • No reference to research

  • Purpose: Access to worksheet printouts

  • Can only use the site if you are a member

  • Annual fee for membership

  • No information on when it was last updated

  • Not a good Web Site

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Success is to be measured not so much by the position that one has reached in life as by the obstacles which he has over come

Quote by: Booker T. Washington