Teaching Effective Comprehension Strategies to Students with Learning and Reading Disabilities

Intervention in School and Clinic

Volumn 33, Issue 4, 1998, Pages 209-218

  Swanson, Philip N ^b   De La Paz, Susan ^a  

^a VANDERBILT UNIVERSITY   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0009936607     PISSN: 10534512     EISSN: None     Source Type: Journal    
DOI: 10.1177/105345129803300403     Document Type: Article

References (41)

1. Baumann, J. F., & Bergeron, B. S. (1993). Story map instruction using children's literature: Effects on first graders' comprehension of central narrative elements. Journal of Reading Behavior, 25, 407-437.
2. Bean, T. W., & Steenwyk, F. L. (1984). The effect of three forms of summarization instruction on sixth graders' summary writing and comprehension. Journal of Reading Behavior, 16, 297-306.
3. Bos, C. S., & Vaughn, S. (1994). Strategies for teaching students with learning and behavior problems. Boston: Allyn & Bacon.
4. Carnine, D., & Kinder, B. D. (1985). Teaching low-performing students to apply generative and schema strategies to narrative and expository material. Remedial and Special Education, 6(1), 20-30.
5. Case, L., Harris, K. R., & Graham, S. (1992). Improving the mathematical problem-solving skills of students with learning disabilities: Self-regulated strategy development. The Journal of Special Education, 26, 1-19.
6. Chan, L. K. S. (1991). Promoting strategy generalization through self-instructional training in students with reading disabilities. Journal of Learning Disabilities, 24, 427-433.
7. Collins, J. L. (1997). Strategies for struggling writers. New York: Guilford.
8. Danoff, B., Harris, K. R., & Graham, S. (1993). Incorporating strategy instruction within the writing process in the regular classroom: Effects on normally achieving and learning disabled students' writing. Journal of Reading Behavior, 25, 295-322.
9. De La Paz, S., & Graham, S. (1997). Strategy instruction in planning: Effects on the writing performance and behavior of students with learning difficulties. Exceptional Children, 63, 167-181.
10. Deshler, D. D., & Shumaker, J.B. (1986). Learning strategies: An instructional alternative for low-achieving adolescents. Exceptional Children, 52, 583-590.
11. Dimino, J., Gersten, R., Carnine, D., & Blake, G. (1990). Story grammar: An approach for promoting at-risk secondary students' comprehension of literature. Elementary School Journal, 91, 21-32.
12. Duffy, G. G., & McIntyre, L. D. (1982). A naturalistic study of instructional assistance in primary-grade reading. Elementary School Journal, 83, 15-23.
13. Durkin, D. (1979). What classroom observations reveal about reading comprehension instruction. Reading Research Quarterly, 14, 481-533.
14. Ellis, E. S. (1994). Integrating writing strategy instruction with content-area instruction: Part 1 - Orienting students to use organizational devices. Intervention in School and Clinic, 29, 169-179.
15. Garner, R. (1982). Resolving comprehension failure through text look-backs: Direct training and practice effects among good and poor comprehenders in grades six and seven. Reading Psychology: An International Quarterly, 3, 221-231.
16. Garner, R., Hare, V. C., Alexander, P., Haynes, J., & Winograd, P. (1984). Inducing use of a text lookback strategy among unsuccessful readers. American Educational Research Journal, 21, 789-798.
17. Garner, R., & Reis, R. (1981). Monitoring and resolving comprehension obstacles: An investigation of spontaneous text lookbacks among upper-grade good and poor comprehenders. Reading Research Quarterly, 16, 569-582.
18. Graham, L., & Wong, B. Y. L. (1993). Comparing two modes of teaching a question-answering strategy for enhancing reading comprehension: Didactic and self-instructional training. Journal of Learning Disabilities, 26, 270-279.
19. Graham, S., Harris, K. R., MacArthur, C., & Schwartz, S. (1991). Writing and writing instruction with students with learning disabilities: A review of a program of research. Learning Disability Quarterly, 14, 89-114.
20. Graham, S., Harris, K. R., MacArthur, C., & Schwartz, S. (in press). Writing instruction. In B. Y. L. Wong (Ed.), Learning about learning disabilities. New York: Academic Press.
21. Gurney, D., Gersten, R., Dimino, J., & Carnine, D. (1990). Story grammar: Effective literature instruction for high school students with learning disabilities. Journal of Learning Disabilities, 23, 335-342.
22. Harris, K. R., & Graham, S. (1992). Helping young writers master the craft: Strategy instruction and self-regulation in the writing process. Cambridge, MA: Brookline.
23. Harris, K. R., & Graham, S. (1996). Making the writing process work: Strategies for composition and self-regulation. Cambridge, MA: Brookline.
24. Idol, L. (1987). Group story mapping: A comprehension strategy for both skilled and unskilled readers. Journal of Learning Disabilities, 20, 196-205.
25. Johnson, L., Graham, S., & Harris, K. R. (1997). The effects of goal setting and self-instruction on learning a reading comprehension strategy: A study of students with learning disabilities. Journal of Learning Disabilities, 30, 80-91.
26. Mastropieri, M. A., Scruggs, T. E., Bakken, J. P., & Whedon, C. (1996). Reading comprehension: A synthesis of research in learning disabilities. In T. E. Scruggs & M. A. Mastropieri (Eds.), Advances in learning and behavioral disabilities (Vol. 10, pp. 277-303). Greenwich, CT: JAI.
27. Oakhill, J., & Patel, S. (1991). Can imagery training help children who have comprehension problems? Journal of Research in Reading, 14, 106-115.
28. Pearson, P. D., & Johnson, D. D. (1978). Teaching reading comprehension. New York: Holt, Rinehart & Winston.
29. Pressley, M., Woloshyn, V., Burkell, J., Cariglia-Bull, T., Lysynchuk, L., McGoldrick, J. A., Schneider, B., Snyder, B., & Symons, S. (1995). Cognitive strategy instruction that really improves children's academic performance (2nd ed.). Cambridge, MA: Brookline.
30. Raphael, T. E. (1984). Teaching learners about sources of information for answering comprehension questions. Journal of Reading, 28, 303-311.
31. Raphael, T. E. (1986). Teaching question answer relationships, revisited. The Reading Teacher, 39, 516-522.
32. Raphael, T. E., & Pearson, P. D. (1985). Increasing students' awareness of sources of information for answering questions. American Educational Research Journal, 22, 217-235.
33. Raphael, T. E., & Wonnacott, C. A. (1985). Heightening fourth-grade students' sensitivity to sources of information for answering comprehension questions. Reading Research Quarterly, 20, 282-296.
34. Rinehart, S. D., Stahl, S. A., & Erickson, L. G. (1986). Some effects of summarization training on reading and studying. Reading Research Quarterly, 21, 422-438.
35. Short, E. J., & Ryan, E. B. (1984). Metacognitive differences between skilled and less skilled readers: Remediating deficits through story grammar and attribution training. Journal of Educational Psychology, 76, 225-235.
36. Simmons, D. C., Fuchs, D., Fuchs, L. S., Hodge, J. P., & Mathes, P. G. (1994). Importance of instructional complexity and role reciprocity to classwide peer tutoring. Learning Disabilities Research & Practice, 9, 203-212.
37. Singer, H., & Donlan, D. (1982). Active comprehension: Problem-solving schema with question generation for comprehension of complex short stories. Reading Research Quarterly, 2, 166-185.
38. Taylor, B. M. (1982). Text structure and children's comprehension and memory for expository material. Journal of Educational Psychology, 74, 323-340.
39. Taylor, B. M., & Beach, R. W. (1984). The effects of text structure instruction on middle-grade students' comprehension and production of expository text. Reading Research Quarterly, 19, 134-146.
40. Taylor, B., Harris, L. A., Pearson, P. D., & Garcia, G. (1995). Reading difficulties: Instruction and assessment (2nd ed.). New York: McGraw-Hill.
41. Wong, B. Y. L., & Jones, W. (1982). Increasing metacomprehension in learning disabled and normally achieving students through self-questioning training. Learning Disability Quarterly, 5, 228-239.