Reciprocal teaching of reading comprehension strategies for students with learning disabilities who use english as a second language

Elementary School Journal

Volumn 96, Issue 3, 1996, Pages 289-293

  Klingner, Janette Kettmann ^a   Vaughn, Sharon ^a  

^a UNIVERSITY OF MIAMI   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0001661781     PISSN: 00135984     EISSN: None     Source Type: Journal    
DOI: 10.1086/461828     Document Type: Article

References (14)

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2. Anderson, R. C., & Pearson, P. D. (1984). A schematheoretic view of basic processes in reading. In P. D. Pearson (Ed.), Handbook of reading research (pp. 255-291). New York: Longman.
3. Armbruster, B. B., Anderson, T. H., & Ostertag, J. (1987). Does text structure/summarization instruction facilitate learning from expository text? Reading Research Quarterly, 22, 321-346.
4. Baca, L., & Cervantes, H. (1989). The bilingual special education interface. Columbus, OH: Merrill.
5. Baker, L. (1979). Comprehension monitoring: Identifying and coping with text confusions. Journal of Reading Behavior, 11, 363-374.
6. Baker, L., & Brown, A. L. (1984). Metacognitive skills of reading. In P. D. Pearson (Ed.), Handbook of reading research (pp. 353-394). New York: Longman.
7. Barron, A., & Foot, H. (1991). Peer tutoring and tutor training. Educational Research, 33, 174-185.
8. Bos, C. S., Allen, A. A., & Scanlon, D. J. (1989). Vocabulary instruction and reading comprehension with bilingual learning disabled students. In S. McCormick & J. Zutell (Eds.), Cognitive and social perspectives for literacy instruction (Thirty-eighth Yearbook of the National Reading Conference, pp. 173-179). Chicago: National Reading Conference.
9. Bos, C. S., & Anders, P. L. (1992). A theory-driven interactive instructional model for text comprehension and content learning. In B. Y. L. Wong (Ed.), Contemporary intervention research in learning disabilities: An international perspective (pp. 81-95). New York: Springer-Verlag.
10. Boyle, O. F., & Peregoy, S. F. (1990). Literacy scaffolds: Strategies for first- and second-language readers and writers. Reading Teacher, 44, 194-200.
11. Brown, A. L., & Day, J. D. (1983). Macrorules for summarizing texts. Child Development, 54, 968-979.
12. Casanave, C. P. (1988). Comprehension monitoring in ESL reading: A neglected essential. TESOL Quarterly, 22, 283-302.
13. Cazden, C. B. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.
14. Clarke, M. A. (1980). The short circuit hypothesis of ESL reading - or when language competence interferes with reading performance. Modern Language Journal, 64, 203-209.