Literaturnachweis - Detailanzeige
Autor/inn/en | O'Connor, Rollanda E.; Beach, Kristen D.; Sanchez, Victoria; Bocian, Kathleen M.; Roberts, Sarana; Chan, Olivia |
---|---|
Titel | Building Better Bridges: Teaching Adolescents Who Are Poor Readers in Eighth Grade to Comprehend History Text |
Quelle | In: Learning Disability Quarterly, 40 (2017) 3, S.174-186 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext (2) |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0731-9487 |
DOI | 10.1177/0731948717698537 |
Schlagwörter | Reading Difficulties; Middle School Students; Grade 8; Disabilities; English Language Learners; History Instruction; Reading Assignments; Reading Strategies; Program Effectiveness; Achievement Tests; Decoding (Reading); Vocabulary; Teaching Methods; Reading Comprehension; Intervention; Pretests Posttests; Statistical Analysis; Woodcock Johnson Tests of Achievement Reading difficulty; Leseschwierigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Handicap; Behinderung; History lessons; Geschichtsunterricht; Reading strategy; Leselernstufe; Lesetechnik; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Dekodierung; Wortschatz; Teaching method; Lehrmethode; Unterrichtsmethode; Leseverstehen; Statistische Analyse |
Abstract | Helping struggling readers to learn history content in middle school can be difficult due to heavy reading demands. In this study, researchers taught poor readers with and without disabilities in eighth grade to generate main idea statements; create, compare, and contrast paragraphs; and identify cause and effect relations, along with relevant multisyllabic word study and vocabulary, as they read history text. The 34 participating students included 14 with disabilities and 20 without disabilities, who scored below the 5th percentile in reading, on average. The results were compared across special education and English learner status and with 81 typical readers from the same classes who studied the same units of history. Treated students made significant gains in use of these strategies, and poor readers with and without disabilities performed similar to their typical reader classmates in two of the three strategies following instruction. The instructional routines for each strategy are described. (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 | 2020/1/01 |