SCAN and RUN: A reading comprehension strategy that works

Journal of Adolescent and Adult Literacy

Volumn 42, Issue 5, 1999, Pages 386-394

  Salembier, George B ^a  

^a UNIVERSITY OF VERMONT   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0040812548     PISSN: 10813004     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (12)

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2. Ellis, E.S., Deshler, D.D., Schumaker, J.B., Lenz, B.K., & Clark, F.L. (1993). An instructional model for teaching learning strategies. In E. Meyers, G.A. Vergason, & R.J. Whelan (Eds.), Educating students with mild disabilities (pp. 151-187). Denver: Love Publishing.
3. Ellis, E.S., & Lenz, B.K. (1990). Adaptive techniques for mediating content-area learning: Issues and research. Focus on Exceptional Children, 22(9), 1-16.
4. Gajria, M., & Salvia, J. (1992). The effects of summarization instruction on text comprehension of students with learning disabilities. Exceptional Children, 58, 508-516.
5. Idol, L. (1987). Group story mapping: A comprehension strategy for both skilled and unskilled readers. Journal of Learning Disabilities, 20, 196-205.
6. Langer, J.A. (1984). Examining background knowledge and text comprehension. Reading Research Quarterly, 19, 468-481.
7. Lenz, B.K., & Hughes, C.A. (1990). A word identification strategy for adolescents with learning disabilities. Journal of Learning Disabilities, 23(3), 149-158, 163.
8. Mastropieri, M.A., Scruggs, T.E., & Fulk, B.J.M. (1990). Teaching abstract vocabulary with the keyword method: Effects on recall and comprehension. Journal of Learning Disabilities, 23, 92-96, 107.
9. McCormick, S., & Cooper, J.O. (1991). Can SQ3R facilitate secondary learning disabled students' literal comprehension of expository text? Three experiments. Reading Psychology, 12, 239-271.
10. Scanlon, D., Deshler, D.D., & Schumaker, J.B. (1996). Can a strategy be taught and learned in secondary inclusive classrooms? Learning Disabilities Research and Practice, 11, 41-57.
11. Walp, T.P., & Walmsley, S.A. (1995). Scoring well on tests or becoming genuinely literate: Rethinking remediation in a small rural school. In R.L. Allington & S.A. Walmsley (Eds.), No quick fix: Rethinking literacy programs in America's elementary schools (pp. 177-196). New York: Teachers College Press.
12. Wong, B.Y.L. (1991). The relevance of metacognition to learning disabilities. In B.Y.L. Wong (Ed.), Learning about learning disabilities (pp. 232-261). San Diego, CA: Academic Press.