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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

Inclusion Instructional Strategies

Reading Comprehension

Grades 5-7

By: Sharon Lenhart

Heidi Raitt

Jo Lynne Cady

language arts descriptor
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

  • 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
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

  • 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
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
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
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.


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
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


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.

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
Special Organizations

International Reading Association

Reading Is Fundamental


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

web site evaluation
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
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
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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Quote by: Booker T. Washington