Inclusion instructional strategies l.jpg
This presentation is the property of its rightful owner.
Sponsored Links
1 / 18

Inclusion Instructional Strategies PowerPoint PPT Presentation

  • Uploaded on
  • Presentation posted in: General

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

Download Presentation

Inclusion Instructional Strategies

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript

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

Accommodations l.jpg


  • 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

Accommodations cont l.jpg

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

Modifications l.jpg


  • 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.

Teacher resources l.jpg

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

Tips for parents l.jpg

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.

Tips for parents cont l.jpg

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.

Research l.jpg


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

Research cont l.jpg

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

Research11 l.jpg


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.

Research12 l.jpg


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%

Special organizations l.jpg

Special Organizations

International Reading Association

Reading Is Fundamental

Technology l.jpg


Online web sites with free literacy games

Reading Realities

At-Risk Series Software

Reading Concepts SoftwarePCI Education

PCI Education“Real-life” situations teach

Builds skills in inference,reading comprehension skills

factual recall, fact or opinion,

and drying conclusions

Web site evaluation l.jpg

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

Web site evaluation16 l.jpg

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

Web site evaluation17 l.jpg

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

Slide18 l.jpg

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

  • Login