Students with severe learning disabilities can learn higher order comprehension skills

Journal of Educational Psychology

Volumn 93, Issue 2, 2001, Pages 268-278

  Wilder, Alice A ^b   Williams, Joanna P ^a  

^a Och Spine at New York Presbyterian Hospitals   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0035602636     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/0022-0663.93.2.268     Document Type: Article

References (42)

1. Abrahamsen, E. P., & Sprouse, P. T. (1995). Fable comprehension by children with learning disabilities. Journal of Learning Disabilities, 28, 302-308.
2. Alexander, P. A., & Murphy, P. K. (1999). Nurturing the seeds of transfer: A domain-specific perspective. International Journal of Educational Research, 31, 561-576.
3. Allington, R., Guice, S., Michelson, N., Baker, K., & Li, S. (1996). Literature-based curricula in high poverty schools. In M. F. Graves, P. van den Broek, & B. M. Taylor (Eds.), The first R: Every child's right to read (pp. 73-96). New York: Teachers College Press.
4. Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wilkinson, I. A. G. (1985). Becoming a nation of readers: The report of the commission on reading. Washington, DC: National Institute of Education.
5. Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic processes in reading comprehension. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal (Eds.), Handbook of reading research (Vol. I, pp. 255-291). White Plains, NY: Longman.
6. Beach, R. (1993). A teacher's introduction to reader response theories. Urbana, IL: National Council of Teachers of English.
7. Brown, A. L., & Palincsar, A. M. (1989). Guided, co-operative learning and individual knowledge acquisition. In L. B. Resnick (Ed.), Knowing and learning: Essays in honor of Robert Glaser (pp. 393-451). Hillsdale, NJ: Erlbaum.
8. Brown, L. G., & Williams, J. P. (1991, December). A developmental study of theme comprehension. Paper presented at the 41st annual meeting of the National Reading Conference, Palm Springs, CA.
9. Bruner, J. S. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
10. Cain, K. (1996). Story knowledge and comprehension skill. In C. Cornoldi & J. Oakhill (Eds.), Reading comprehension difficulties: Processes and intervention (pp. 167-192). Hillsdale, NJ: Erlbaum.
11. Carnine, D., & Kinder, B. D. (1985). Teaching low performing students to apply generative and scheme strategies to narrative and expository material. Remedial and Special Education, 6, 20-30.
12. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
13. Curran, C. E., Kintsch, E., & Hedberg, N. (1996). Learning-disabled adolescents' comprehension of naturalistic narratives. Journal of Educational Psychology, 88, 494-507.
14. 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, 19-32.
15. Dorfman, M. H., & Brewer, W. F. (1994). Understanding the points of fables. Discourse Processes, 17, 105-129.
16. Gordon, R. L. (1980). Interviewing: Strategies, techniques, and tactics. Homewood, IL: Dorsey Press.
17. Graham, S., Harris, K. R., MacArthur, L. A., & Schwartz, S. (1991). Writing and writing instruction for students with learning disabilities: Review of a research program. Learning Disability Quarterly, 14, 89-114.
18. 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, 335-348.
19. Hedges, L. V., & Olkin, I. (1985). Statistical methods for meta-analysis. San Diego, CA: Academic Press.
20. Hosmer, D. W., & Lemeshow, S. (1989). Applied logistic regression. New York: Wiley.
21. Idol, L., & Croll, V. (1987). Story mapping training as a means of improving reading comprehension. Learning Disability Quarterly, 10, 214-230.
22. Lehr, S. (1988). The child's developing sense of theme as a response to literature. Reading Research Quarterly, 23, 337-357.
23. Pressley, M., El-Dinary, P. B., Gaskins, I., Schuder, T., Bergman, J. L., Almasi, J., & Brown, R. (1992). Beyond direct explanation: Transactional instruction of reading comprehension strategies. Elementary School Journal 92, 511-554.
24. Pressley, M., & McCormick, C. (1995). Advanced educational psychology. New York: Harcourt Brace.
25. Pressley, M., Woloshyn, V., Lysynchuk, L. M., Martin, V., Wood, E., & Willoughby, T. (1990). A primer of research on cognitive strategy instruction: The important issues and how to address them. Educational Psychology Review, 2, 1-33.
26. Rabren, K., Darch, C., & Eaves, R. C. (1999). The differential effects of two systematic reading comprehension approaches with students with learning disabilities. Journal of Learning Disabilities, 32, 36-47.
27. Salomon, G., & Perkins, D. N. (1989). Rocky roads to transfer: Rethinking mechanisms of a neglected phenomenon. Educational Psychologist, 24, 113-142.
28. Simmons, D. C., Fuchs, L. S., Fuchs, D., Mathes, P. G., & Hodge, J. P. (1995). Effects of explicit teaching and peer tutoring on the reading achievement of learning-disabled and low-performing students in regular classrooms. Elementary School Journal, 95, 387-408.
29. Singer, H., & Donlan, D. (1982). Active comprehension: Problem-solving schema with question generation for comprehension of complex short stories. Reading Research Quarterly, 17, 166-186.
30. Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.
31. Swanson, H. L., & Alexander, J. E. (1997). Cognitive processes as predictors of word recognition and reading comprehension in learning-disabled and skilled readers: Revisiting the specificity hypothesis. Journal of Educational Psychology, 89, 128-158.
32. Thaler, M. (1989). The teacher from the black lagoon. New York: Scholastic.
33. van den Broek, P. (1997). Discovering the cement of the universe: The development of event comprehension from childhood to adulthood. In P. W. van den Broek, P. J. Bauer, & T. Bourg (Eds.), Developmental spans in event comprehension and representation (pp. 321-342). Hillsdale, NJ: Erlbaum.
34. Wechsler, D. (1991). Manual for the Wechsler Intelligence Scale for Children (3rd ed.). San Antonio, TX: Psychological Corporation.
35. Wechsler, D. (1992). Manual for the Wechsler Individual Achievement Test. San Antonio, TX: Psychological Corporation.
36. Williams, J. P. (1993). Comprehension of students with and without learning disabilities: Identification of narrative themes and idiosyncratic text representations. Journal of Educational Psychology, 85, 631-641.
37. Williams, J. P. (1998). Improving the comprehension of disabled readers. Annals of Dyslexia, 48, 213-238.
38. Williams, J. P., Brown, L. G., Silverstein, A. K., & deCani, J. S. (1994). An instructional program for adolescents with learning disabilities in the comprehension of narrative themes. Learning Disability Quarterly, 17, 205-221.
39. Williams, J. P., Leung, C. C., Wilder, A. A., & deCani, J. S. (1997). Comprehension profiles of adolescents as a function of age and learning-disability status. Unpublished manuscript, Teachers College, Columbia University.
40. Wixson, K. K., & Lipson, M. Y. (1991). Perspectives on reading disability research. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 539-570). White Plains, NY: Longman.
41. Wong, B. Y. L. (1984). Metacognition and learning disabilities. In T. Waller, D. Forrest, & E. MacKinnon (Eds.), Metacognition, cognition, and human performance (pp. 137-180). New York: Academic Press.
42. Wong, B. Y. L. (1994). Instructional parameters promoting transfer of learned strategies in students with learning disabilities. Learning Disability Quarterly, 17, 110-120.