메뉴 건너뛰기




Volumn , Issue , 2013, Pages 241-274

Expository discourse intervention: Helping school-age children and adolescents with language disorders master the language of the curriculum

Author keywords

[No Author keywords available]

Indexed keywords


EID: 84920663032     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203848821     Document Type: Chapter
Times cited : (9)

References (112)
  • 1
    • 84970157743 scopus 로고
    • Coming to terms: How researchers in learning and literacy talk about knowledge
    • Alexander, A. A., Schallert, D. L., & Hare, C. H. (1991). Coming to terms: How researchers in learning and literacy talk about knowledge. Review of Educational Research, 61, 315–343.
    • (1991) Review of Educational Research , vol.61 , pp. 315-343
    • Alexander, A.A.1    Schallert, D.L.2    Hare, C.H.3
  • 4
    • 0031287433 scopus 로고    scopus 로고
    • Reading comprehension of expository science material and students with learning disabilities: A comparison of strategies
    • Bakken, J. P., Mastropieri, M. A., & Scruggs, T. E. (1997). Reading comprehension of expository science material and students with learning disabilities: A comparison of strategies. Journal of Special Education, 31, 300–324.
    • (1997) Journal of Special Education , vol.31 , pp. 300-324
    • Bakken, J.P.1    Mastropieri, M.A.2    Scruggs, T.E.3
  • 5
    • 0005598263 scopus 로고    scopus 로고
    • Getting at the meaning: How to help students unpack difficult text
    • Beck, I. L., McKeown, M. G., Hamilton, R., & Kucan, L. (1998). Getting at the meaning: How to help students unpack difficult text. American Educator, 22(2 & 2), 66–71, 85.
    • (1998) American Educator , vol.22 , Issue.2-2
    • Beck, I.L.1    McKeown, M.G.2    Hamilton, R.3    Kucan, L.4
  • 6
    • 84908066641 scopus 로고
    • Information-processing demand of text composition
    • H. Mandl, N. L. Stein, & T. Trabasso (Eds.), Hillsdale, NJ: Lawrence Erlbaum Associates
    • Bereiter, C., & Scardamalia, M. (1984). Information-processing demand of text composition. In H. Mandl, N. L. Stein, & T. Trabasso (Eds.), Learning and comprehension of text (pp. 407-428). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • (1984) Learning and Comprehension of Text , pp. 407-428
    • Bereiter, C.1    Scardamalia, M.2
  • 7
    • 0001705328 scopus 로고
    • Effects of processing instructions on the usefulness of a graphic organizer and structural cueing in text
    • Bernard, R. M. (1990). Effects of processing instructions on the usefulness of a graphic organizer and structural cueing in text. Instructional Science, 19, 207–216.
    • (1990) Instructional Science , vol.19 , pp. 207-216
    • Bernard, R.M.1
  • 8
    • 0024688273 scopus 로고
    • The effects of an interactive instructional strategy for enhancing reading comprehension and content area learning for students with learning disabilities
    • Bos, C. S., Anders, P. L., Filip, D., & Jaffe, L. E. (1989). The effects of an interactive instructional strategy for enhancing reading comprehension and content area learning for students with learning disabilities. Journal of Learning Disabilities, 22, 384–389.
    • (1989) Journal of Learning Disabilities , vol.22 , pp. 384-389
    • Bos, C.S.1    Ers, P.L.2    Filip, D.3    Jaffe, L.E.4
  • 9
    • 0030528297 scopus 로고    scopus 로고
    • The effects of a cognitive mapping strategy on the literal and inferential comprehension of students with mild disabilities
    • Boyle, J. R. (1996). The effects of a cognitive mapping strategy on the literal and inferential comprehension of students with mild disabilities. Learning Disabilities Quarterly, 19, 86–98.
    • (1996) Learning Disabilities Quarterly , vol.19 , pp. 86-98
    • Boyle, J.R.1
  • 11
    • 84973741576 scopus 로고
    • Learning to learn: On training students to learn from texts
    • Brown, A. L., Campione, J. C., & Day, J. D. (1981). Learning to learn: On training students to learn from texts. Educational Researcher, 10, 14–21.
    • (1981) Educational Researcher , vol.10 , pp. 14-21
    • Brown, A.L.1    Campione, J.C.2    Day, J.D.3
  • 13
    • 0001899781 scopus 로고
    • Inducing strategic learning from texts by means of informed, self-control training
    • Brown, A. L., & Palincsar, A. S. (1982). Inducing strategic learning from texts by means of informed, self-control training. Topics in Learning and Learning Disabilities, 2, 1–17.
    • (1982) Topics in Learning and Learning Disabilities , vol.2 , pp. 1-17
    • Brown, A.L.1    Palincsar, A.S.2
  • 14
    • 0001289999 scopus 로고
    • Instruction comprehensionfostering activities in interactive learning situations
    • H. Mandl, N. L. Stein, & T. Trabasso (Eds.), Hillsdale, NJ: Lawrence Erlbaum Associates
    • Brown, A. L., Palincsar, A. S., & Armbruster, B. B. (1984). Instruction comprehensionfostering activities in interactive learning situations. In H. Mandl, N. L. Stein, & T. Trabasso (Eds.), Learning and comprehension of text (pp. 255–286). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • (1984) Learning and Comprehension of Text , pp. 255-286
    • Brown, A.L.1    Palincsar, A.S.2    Armbruster, B.B.3
  • 16
    • 0026211846 scopus 로고
    • Promoting strategy generalization through self-instructional training in students with reading disabilities
    • Chan, L. K. S. (1991). Promoting strategy generalization through self-instructional training in students with reading disabilities. Journal of Learning Disabilities, 24, 427–433.
    • (1991) Journal of Learning Disabilities , vol.24 , pp. 427-433
    • Chan, L.1
  • 18
    • 27144482514 scopus 로고    scopus 로고
    • Ridgefield, CT: Webster House
    • Connecticut Teachers. (2004). CAPT reading across the disciplines. Ridgefield, CT: Webster House.
    • (2004) CAPT Reading across the Disciplines
  • 20
    • 84965590251 scopus 로고
    • The role of graphic organizers and social structure in content area instruction
    • Darch, C., Carnine, D., & Kameenui, E. J. (1986). The role of graphic organizers and social structure in content area instruction. Journal of Reading Behavior, 28, 275–294.
    • (1986) Journal of Reading Behavior , vol.28 , pp. 275-294
    • Darch, C.1    Carnine, D.2    Kameenui, E.J.3
  • 21
    • 0007249124 scopus 로고
    • Teaching ld students critical reading skills: A systematic replication
    • Darch, C., & Kameenui, E. J. (1987). Teaching LD students critical reading skills: A systematic replication. Learning Disability Quarterly, 10, 82–91.
    • (1987) Learning Disability Quarterly , vol.10 , pp. 82-91
    • Darch, C.1    Kameenui, E.J.2
  • 23
    • 0036637942 scopus 로고    scopus 로고
    • Using graphic organizers to attain relational knowledge from expository text
    • DiCecco, V. M., & Gleason, M. M. (2002). Using graphic organizers to attain relational knowledge from expository text. Journal of Learning Disabilities, 35(4), 306–320.
    • (2002) Journal of Learning Disabilities , vol.35 , Issue.4 , pp. 306-320
    • DiCecco, V.M.1    Gleason, M.M.2
  • 24
    • 0002445482 scopus 로고
    • A critique of graphic organizer research
    • Dunston, P. J. (1992). A critique of graphic organizer research. Reading Research and Instruction, 32(2), 57–65.
    • (1992) Reading Research and Instruction , vol.32 , Issue.2 , pp. 57-65
    • Dunston, P.J.1
  • 25
    • 0000147547 scopus 로고
    • What classroom observations reveal about reading comprehension instruction
    • Durkin, D. (1978–1979). What classroom observations reveal about reading comprehension instruction. Reading Research Quarterly, 4, 482–533.
    • (1978) Reading Research Quarterly , vol.4 , pp. 482-533
    • Durkin, D.1
  • 27
    • 0039099999 scopus 로고
    • Teaching rural students with learning disabilities: A paraphrasing strategy to increase comprehension of main ideas
    • Ellis, E. S., & Graves, A. W. (1990). Teaching rural students with learning disabilities: A paraphrasing strategy to increase comprehension of main ideas. Rural Special Education Quarterly, 4, 482–533.
    • (1990) Rural Special Education Quarterly , vol.4 , pp. 482-533
    • Ellis, E.S.1    Graves, A.W.2
  • 29
    • 0007179086 scopus 로고
    • Making students partners in the comprehension process: Organizing the reading “posse.”
    • Englert, C. S., & Mariage, T. V. (1991). Making students partners in the comprehension process: Organizing the reading “POSSE.” Learning Disabilities Quarterly, 14, 123–138.
    • (1991) Learning Disabilities Quarterly , vol.14 , pp. 123-138
    • Englert, C.S.1    Mariage, T.V.2
  • 30
    • 84930564346 scopus 로고
    • Making strategies and self-talk visible: Writing instruction in regular and special education classrooms
    • Englert, C. S., Raphael, T. E., Anderson, L. M., Anthony, H. M., & Stevens, D. D. (1991). Making strategies and self-talk visible: Writing instruction in regular and special education classrooms. American Educational Research Journal, 28(2), 337–372.
    • (1991) American Educational Research Journal , vol.28 , Issue.2 , pp. 337-372
    • Englert, C.S.1    Raphael, T.E.2    Erson, L.M.3    Anthony, H.M.4    Stevens, D.D.5
  • 31
    • 0002652098 scopus 로고
    • Exposition: Reading, writing, and the metacognitive knowledge of learning disabled students
    • Englert, C. S., Raphael, T. E., Anderson, L. M., Gregg, S. L., & Anthony, H. M. (1989). Exposition: Reading, writing, and the metacognitive knowledge of learning disabled students. Learning Disabilities Research, 5(1), 5–24.
    • (1989) Learning Disabilities Research , vol.5 , Issue.1 , pp. 5-24
    • Englert, C.S.1    Raphael, T.E.2    Erson, L.M.3    Gregg, S.L.4    Anthony, H.M.5
  • 32
    • 0026859919 scopus 로고
    • The effects of summarization instructions on text comprehension of students with learning disabilities
    • Gajria, M., & Salvia, J. (1992). The effects of summarization instructions on text comprehension of students with learning disabilities. Exceptional Children, 58(6), 508–516.
    • (1992) Exceptional Children , vol.58 , Issue.6 , pp. 508-516
    • Gajria, M.1    Salvia, J.2
  • 33
    • 84928451203 scopus 로고
    • Mental imagery and the comprehension-monitoring performance of fourth and fifth-grade poor readers
    • Gambrell, L., & Bales, R. (1986). Mental imagery and the comprehension-monitoring performance of fourth and fifth-grade poor readers. Reading Research Quarterly, 21, 454–464.
    • (1986) Reading Research Quarterly , vol.21 , pp. 454-464
    • Gambrell, L.1    Bales, R.2
  • 34
    • 18444385559 scopus 로고
    • Academic reorientation: A counseling approach to struggling readers
    • 540
    • Gardner, J., & Ransom, G. (1986). Academic reorientation: A counseling approach to struggling readers. The Reading Teacher, 21, 529–536, 540.
    • (1986) The Reading Teacher , vol.21 , pp. 529-536
    • Gardner, J.1    Ransom, G.2
  • 35
    • 17344384037 scopus 로고    scopus 로고
    • Teaching expressive writing to students with learning disabilities: A meta-analysis
    • Gersten, R., & Baker, S. (2001). Teaching expressive writing to students with learning disabilities: A meta-analysis. Elementary School Journal, 101, 251–272.
    • (2001) Elementary School Journal , vol.101 , pp. 251-272
    • Gersten, R.1    Baker, S.2
  • 36
    • 0035354360 scopus 로고    scopus 로고
    • Teaching reading comprehension strategies to students with learning disabilities: A review of research
    • Gersten, R., Fuchs, L. S., Williams, J. P., & Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71, 279–320.
    • (2001) Review of Educational Research , vol.71 , pp. 279-320
    • Gersten, R.1    Fuchs, L.S.2    Williams, J.P.3    Baker, S.4
  • 37
    • 0036586161 scopus 로고    scopus 로고
    • Sensitivity to increased task demands: Contributions from data-driven and conceptually driven information processing deficits
    • Gillam, R. B., Hoffman, L. M., Marler, J. A., & Wynn-Dancy, M. L. (2002). Sensitivity to increased task demands: Contributions from data-driven and conceptually driven information processing deficits. Topics in Language Disorders, 22(3), 30–48.
    • (2002) Topics in Language Disorders , vol.22 , Issue.3 , pp. 30-48
    • Gillam, R.B.1    Hoffman, L.M.2    Marler, J.A.3    Wynn-Dancy, M.L.4
  • 38
    • 0005642060 scopus 로고
    • Content area teachers' attitudes and practices toward reading in the content areas: A review
    • Gillespie, C., & Rasinski, T. (1989). Content area teachers' attitudes and practices toward reading in the content areas: A review. Reading Research and Instruction, 28, 45–67.
    • (1989) Reading Research and Instruction , vol.28 , pp. 45-67
    • Gillespie, C.1    Rasinski, T.2
  • 39
    • 0348006583 scopus 로고    scopus 로고
    • Students with learning disabilities and the process of writing: A meta-analysis of srsd studies
    • H. L. Swanson, K. R. Harris, & S. Graham (Eds.), New York: Guilford Press
    • Graham, S., & Harris, K. R. (2003). Students with learning disabilities and the process of writing: A meta-analysis of SRSD studies. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 323–344). New York: Guilford Press.
    • (2003) Handbook of Learning Disabilities , pp. 323-344
    • Graham, S.1    Harris, K.R.2
  • 40
    • 0001881509 scopus 로고
    • Effects of direct instruction and metacomprehension training of finding main ideas
    • Graves, A. W. (1986). Effects of direct instruction and metacomprehension training of finding main ideas. Learning Disabilities Research, 1, 90–100.
    • (1986) Learning Disabilities Research , vol.1 , pp. 90-100
    • Graves, A.W.1
  • 41
    • 84924802403 scopus 로고
    • Comparison of monitoring and mnemonic textprocessing strategies in learning disabled students
    • Graves, A. W., & Levin, J. R. (1989). Comparison of monitoring and mnemonic textprocessing strategies in learning disabled students. Learning Disabilities Quarterly, 12, 232–236.
    • (1989) Learning Disabilities Quarterly , vol.12 , pp. 232-236
    • Graves, A.W.1    Levin, J.R.2
  • 42
    • 84937295905 scopus 로고
    • The effect of graphic organizers on students’ comprehension and recall of expository text: A review of the research and implications for practice
    • Griffin, C. C., & Tulbert, B. L. (1995). The effect of graphic organizers on students’ comprehension and recall of expository text: A review of the research and implications for practice. Reading and Writing Quarterly, 11(1), 73–89.
    • (1995) Reading and Writing Quarterly , vol.11 , Issue.1 , pp. 73-89
    • Griffin, C.C.1    Tulbert, B.L.2
  • 43
    • 18444371473 scopus 로고    scopus 로고
    • Comprehending expository text: Promising strategies for struggling readers and students with reading disabilities?
    • Hall, L. A. (2004). Comprehending expository text: Promising strategies for struggling readers and students with reading disabilities? Reading Research and Instruction, 44(2), 75–95.
    • (2004) Reading Research and Instruction , vol.44 , Issue.2 , pp. 75-95
    • Hall, L.A.1
  • 44
    • 0008362574 scopus 로고
    • An instructional study: Improving the inferential comprehension of good and poor fifth-grade readers
    • Hansen, J., & Pearson, P. D. (1983). An instructional study: Improving the inferential comprehension of good and poor fifth-grade readers. Journal of Educational Psychology 75, 821–829.
    • (1983) Journal of Educational Psychology , vol.75 , pp. 821-829
    • Hansen, J.1    Pearson, P.D.2
  • 45
    • 84990419324 scopus 로고
    • Teaching social studies to learning disabled high school students: Effects of a hypertext study guide
    • Horton, S. V., Boone, R., & Lovitt, T. (1990). Teaching social studies to learning disabled high school students: Effects of a hypertext study guide. British Journal of Educational Technology, 21(2), 118–131.
    • (1990) British Journal of Educational Technology , vol.21 , Issue.2 , pp. 118-131
    • Horton, S.V.1    Boone, R.2    Lovitt, T.3
  • 46
    • 0024618329 scopus 로고
    • Teaching social studies to high school students with academic handicaps in a mainstreamed setting: Effects of a computerized study guide
    • Horton, S. V., Lovitt, T. C., Givens, A., & Nelson, R. (1989). Teaching social studies to high school students with academic handicaps in a mainstreamed setting: Effects of a computerized study guide. Journal of Learning Disabilities, 22, 102–107.
    • (1989) Journal of Learning Disabilities , vol.22 , pp. 102-107
    • Horton, S.V.1    Lovitt, T.C.2    Givens, A.3    Nelson, R.4
  • 47
    • 0001335782 scopus 로고
    • Using content enhancements to improve the performance of adolescents with learning disabilities in content classes
    • Hudson, P., Lignugaris-Kraft, B., & Miller, T. (1993). Using content enhancements to improve the performance of adolescents with learning disabilities in content classes. Learning Disabilities Research and Practice, 8, 106–126.
    • (1993) Learning Disabilities Research and Practice , vol.8 , pp. 106-126
    • Hudson, P.1    Lignugaris-Kraft, B.2    Miller, T.3
  • 48
    • 0003434012 scopus 로고    scopus 로고
    • Alexandria, VA: Association for Supervision and Curriculum Development
    • Hyerle, D. (1996). Visual tools for constructing knowledge. Alexandria, VA: Association for Supervision and Curriculum Development.
    • (1996) Visual Tools for Constructing Knowledge
    • Hyerle, D.1
  • 49
    • 85008841937 scopus 로고    scopus 로고
    • Effects of a direct instruction main idea summarization program and self-monitoring on reading comprehension of middle school students with learning disabilities
    • Jitendra, A. K., Cole, C., Hoppes, M. K., & Wilson, B. (1998). Effects of a direct instruction main idea summarization program and self-monitoring on reading comprehension of middle school students with learning disabilities. Reading and Writing Quarterly: Overcoming Learning Difficulties, 14, 379–396.
    • (1998) Reading and Writing Quarterly: Overcoming Learning Difficulties , vol.14 , pp. 379-396
    • Jitendra, A.K.1    Cole, C.2    Hoppes, M.K.3    Wilson, B.4
  • 50
    • 0034348042 scopus 로고    scopus 로고
    • Enhancing main idea comprehension for students with learning problems: The role of summarization strategy and self-monitoring instruction
    • Jitendra, A. K., Hoppes, M. K. I., & Xin, Y. P. (2000). Enhancing main idea comprehension for students with learning problems: The role of summarization strategy and self-monitoring instruction. Journal of Special Education, 34, 127–139.
    • (2000) Journal of Special Education , vol.34 , pp. 127-139
    • Jitendra, A.K.1    Hoppes, M.2    Xin, Y.P.3
  • 51
    • 0002245838 scopus 로고
    • Recall of prose as a function of the structural importance of the linguistic units
    • Johnson, R. E. (1970). Recall of prose as a function of the structural importance of the linguistic units. Journal of Verbal Learning and Verbal Behaviour, 9, 12–20.
    • (1970) Journal of Verbal Learning and Verbal Behaviour , vol.9 , pp. 12-20
    • Johnson, R.E.1
  • 53
    • 1642587235 scopus 로고    scopus 로고
    • Graphic organizers and their effects on the reading comprehension of students with ld: A synthesis of research
    • Kim, A., Vaughn, S., Wanzek, J., & Wei, S. (2004). Graphic organizers and their effects on the reading comprehension of students with LD: A synthesis of research. Journal of Learning Disabilities, 37, 105–118.
    • (2004) Journal of Learning Disabilities , vol.37 , pp. 105-118
    • Kim, A.1    Vaughn, S.2    Wanzek, J.3    Wei, S.4
  • 54
    • 0347810255 scopus 로고    scopus 로고
    • Collaborative strategic reading during social studies in heterogeneous fourth-grade classrooms
    • Klingner, J., Vaughn, S., & Schumm, J. (1998). Collaborative strategic reading during social studies in heterogeneous fourth-grade classrooms. Elementary School Journal, 99(1), 3–22.
    • (1998) Elementary School Journal , vol.99 , Issue.1 , pp. 3-22
    • Klingner, J.1    Vaughn, S.2    Schumm, J.3
  • 55
    • 0000312735 scopus 로고
    • Cognitive processing strategies, self-esteem, and reading comprehension of learning disabled students
    • Labercane, G., & Battle, J. (1987). Cognitive processing strategies, self-esteem, and reading comprehension of learning disabled students. BC Journal of Special Education, 11, 167–185.
    • (1987) BC Journal of Special Education , vol.11 , pp. 167-185
    • Labercane, G.1    Battle, J.2
  • 56
    • 0348003928 scopus 로고    scopus 로고
    • Reciprocal teaching of social studies in incisive elementary classrooms
    • Lederer, J. M. (2000). Reciprocal teaching of social studies in incisive elementary classrooms. Journal of Learning Disabilities, 33(1), 91–106.
    • (2000) Journal of Learning Disabilities , vol.33 , Issue.1 , pp. 91-106
    • Lederer, J.M.1
  • 59
    • 17144381807 scopus 로고
    • Using text structure to improve social science concept attainment
    • Le Sourd, S. J. (1985). Using text structure to improve social science concept attainment. Journal of Social Studies Research, 9(2), 1–14.
    • (1985) Journal of Social Studies Research , vol.9 , Issue.2 , pp. 1-14
    • Le Sourd, S.J.1
  • 60
    • 17144422613 scopus 로고
    • Quantitative vocabulary and problem solving
    • Lyda, W. J., & Duncan, F. M. (1967). Quantitative vocabulary and problem solving. The Arithmetic Teacher, 14, 289–291.
    • (1967) The Arithmetic Teacher , vol.14 , pp. 289-291
    • Lyda, W.J.1    Duncan, F.M.2
  • 61
    • 21844492855 scopus 로고
    • Evaluation of a writing instruction model that integrated a process approach, strategy instruction, and word processing
    • MacArthur, C. A., Graham, S., Schwartz, S. S., & Schafer, W. D. (1995). Evaluation of a writing instruction model that integrated a process approach, strategy instruction, and word processing. Learning Disability Quarterly, 18, 278–291.
    • (1995) Learning Disability Quarterly , vol.18 , pp. 278-291
    • MacArthur, C.A.1    Graham, S.2    Schwartz, S.S.3    Schafer, W.D.4
  • 62
    • 0026288752 scopus 로고
    • Reading comprehension instruction: Summarization and self-monitoring training for students with learning disabilities
    • Malone, L. D., & Mastropieri, M. A. (1992). Reading comprehension instruction: Summarization and self-monitoring training for students with learning disabilities. Exceptional Children, 58, 270–279.
    • (1992) Exceptional Children , vol.58 , pp. 270-279
    • Malone, L.D.1    Mastropieri, M.A.2
  • 63
    • 2942588986 scopus 로고    scopus 로고
    • Explicit self-regulated strategy development versus reciprocal questioning: Effect on expository reading comprehension among struggling readers
    • Mason, L. H. (2004). Explicit self-regulated strategy development versus reciprocal questioning: Effect on expository reading comprehension among struggling readers. Journal of Educational Psychology, 96, 283–296.
    • (2004) Journal of Educational Psychology , vol.96 , pp. 283-296
    • Mason, L.H.1
  • 65
    • 33748430232 scopus 로고    scopus 로고
    • Self-regulated strategy development for expository reading comprehension and informative writing: Effects for nine 4th-grade students who struggle with learning
    • Mason, L. H., Hickey Snyder, K., Jones, D. P., & Kedem, Y. (2006). Self-regulated strategy development for expository reading comprehension and informative writing: Effects for nine 4th-grade students who struggle with learning. Exceptional Children, 73, 69–89.
    • (2006) Exceptional Children , vol.73 , pp. 69-89
    • Mason, L.H.1    Hickey Snyder, K.2    Jones, D.P.3    Kedem, Y.4
  • 66
    • 77649251623 scopus 로고    scopus 로고
    • Self-regulated strategy development instruction for expository text comprehension
    • Mason, L. H., Meadan, H., Hedin, L., & Corso, L. (2006). Self-regulated strategy development instruction for expository text comprehension. Teaching Exceptional Children, 38(4), 47–52.
    • (2006) Teaching Exceptional Children , vol.38 , Issue.4 , pp. 47-52
    • Mason, L.H.1    Meadan, H.2    Hedin, L.3    Corso, L.4
  • 67
    • 84937276132 scopus 로고    scopus 로고
    • Promoting thinking skills of students with learning disabilities: Effects on recall and comprehension of expository prose
    • Mastropieri, M. G., Scruggs, T. E., Hamilton, S. L., Wolfe, S., Whedon, C., & Canevaro, A. (1996). Promoting thinking skills of students with learning disabilities: Effects on recall and comprehension of expository prose. Exceptionality, 6, 1–11.
    • (1996) Exceptionality , vol.6 , pp. 1-11
    • Mastropieri, M.G.1    Scruggs, T.E.2    Hamilton, S.L.3    Wolfe, S.4    Whedon, C.5    Canevaro, A.6
  • 68
    • 84930565561 scopus 로고
    • Can sw3r facilitate secondary learning disabled students’ literal comprehension of expository text? Three experiments
    • McCormick, S., & Cooper, J. O. (1991). Can SW3R facilitate secondary learning disabled students’ literal comprehension of expository text? Three experiments. Reading Psychology: An International Quarterly, 12, 239–271.
    • (1991) Reading Psychology: An International Quarterly , vol.12 , pp. 239-271
    • McCormick, S.1    Cooper, J.O.2
  • 70
    • 0030147184 scopus 로고    scopus 로고
    • Bimodal reading: Benefits of a talking computer for average and less skilled readers
    • Montali, J., & Lewandowski, L. (1996). Bimodal reading: Benefits of a talking computer for average and less skilled readers. Journal of Learning Disabilities, 29, 271–279.
    • (1996) Journal of Learning Disabilities , vol.29 , pp. 271-279
    • Montali, J.1    Lewandowski, L.2
  • 71
    • 0000251926 scopus 로고    scopus 로고
    • Reading instruction in the resource room: Set up for failure
    • Moody, S. W., Vaughn, S., Hughes, M. T., & Fischer, M. (2000). Reading instruction in the resource room: Set up for failure. Exceptional Children, 66, 305–316.
    • (2000) Exceptional Children , vol.66 , pp. 305-316
    • Moody, S.W.1    Vaughn, S.2    Hughes, M.T.3    Fischer, M.4
  • 72
    • 0002280953 scopus 로고
    • A quantitative and qualitative review of graphic organizer research
    • Moore, D. W., & Readence, J. E. (1984). A quantitative and qualitative review of graphic organizer research. Journal of Educational Research, 78(1), 11–17.
    • (1984) Journal of Educational Research , vol.78 , Issue.1 , pp. 11-17
    • Moore, D.W.1    Readence, J.E.2
  • 73
    • 0002165701 scopus 로고
    • The effects of a summary skills strategy to students identified as learning disabled on their comprehension of science text
    • Nelson, J. R., Smith, D. J., & Dodd, J. M. (1992). The effects of a summary skills strategy to students identified as learning disabled on their comprehension of science text. Education and Treatment of Children, 15, 228–243.
    • (1992) Education and Treatment of Children , vol.15 , pp. 228-243
    • Nelson, J.R.1    Smith, D.J.2    Dodd, J.M.3
  • 74
    • 79951684059 scopus 로고
    • Story composition by learning disabled, reading disabled, and normal children
    • Newcomer, P., & Nodine, B. F. (1988). Story composition by learning disabled, reading disabled, and normal children. Learning Disability Quarterly, 8, 167–181.
    • (1988) Learning Disability Quarterly , vol.8 , pp. 167-181
    • Newcomer, P.1    Nodine, B.F.2
  • 75
    • 2942605564 scopus 로고
    • The know, want to know, learn strategy
    • K. D. Muth (Ed.), Newark, DE: International Reading Association
    • Ogle, D. M. (1989). The know, want to know, learn strategy. In K. D. Muth (Ed.), Children's comprehension of text (pp. 205–223). Newark, DE: International Reading Association.
    • (1989) Children's Comprehension of Text , pp. 205-223
    • Ogle, D.M.1
  • 76
  • 77
    • 84963428932 scopus 로고
    • Reciprocal teaching of comprehension fostering and comprehension monitoring activities
    • Palincsar, A., & Brown, A. (1984). Reciprocal teaching of comprehension fostering and comprehension monitoring activities. Cognition and Instruction, 1, 117–175.
    • (1984) Cognition and Instruction , vol.1 , pp. 117-175
    • Palincsar, A.1    Brown, A.2
  • 78
    • 84948193511 scopus 로고
    • Promoting access to knowledge, strategy, and disposition in students: A research synthesis
    • Prawat, R. S. (1989). Promoting access to knowledge, strategy, and disposition in students: A research synthesis. Review of Educational Research, 59(1), 1–41.
    • (1989) Review of Educational Research , vol.59 , Issue.1 , pp. 1-41
    • Prawat, R.S.1
  • 79
    • 84930560737 scopus 로고
    • Reading and writing: Partners in constructing meaning
    • Raphael, T. E., & Englert, C. S. (1990). Reading and writing: Partners in constructing meaning. The Reading Teacher, 43, 388–400.
    • (1990) The Reading Teacher , vol.43 , pp. 388-400
    • Raphael, T.E.1    Englert, C.S.2
  • 81
    • 0012817322 scopus 로고
    • The effects of instruction in cognitive revision strategies on the writing skills of secondary learning disabled students (Doctoral dissertation, ohio state university, 1985)
    • Reynolds, C. J. (1986). The effects of instruction in cognitive revision strategies on the writing skills of secondary learning disabled students (Doctoral dissertation, Ohio State University, 1985). Dissertation Abstracts International, 46(9-A), 2662.
    • (1986) Dissertation Abstracts International , vol.46 , Issue.9-A
    • Reynolds, C.J.1
  • 84
    • 84920685617 scopus 로고
    • What to be direct about in direct instruction in reading: Content-only versus process-into-content
    • T. E. Raphael (Ed.), New York: Random House
    • Roehler, L., Duffy, G., & Meloth, M. (1986). What to be direct about in direct instruction in reading: Content-only versus process-into-content. In T. E. Raphael (Ed.), Contexts of school-based literacy (pp. 76–96). New York: Random House.
    • (1986) Contexts of School-Based Literacy , pp. 76-96
    • Roehler, L.1    Duffy, G.2    Meloth, M.3
  • 85
    • 85068053896 scopus 로고
    • Child as coinvestigator: Helping children gain insight into their own mental processes
    • S. G. Paris, G. M. Olson, & H. W. Stevenson (Eds.), Hillsdale, NJ: Lawrence Erlbaum Associates
    • Scardamalia, M., & Bereiter, C. (1983). Child as coinvestigator: Helping children gain insight into their own mental processes. In S. G. Paris, G. M. Olson, & H. W. Stevenson (Eds.), Learning and motivation in the classroom (pp. 61–82). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • (1983) Learning and Motivation in the Classroom , pp. 61-82
    • Scardamalia, M.1    Bereiter, C.2
  • 88
    • 0042154355 scopus 로고    scopus 로고
    • Can students with ld become competent writers?
    • Schumaker, J., & Deshler, D. (2003). Can students with LD become competent writers? Learning Disability Quarterly, 26, 129–142.
    • (2003) Learning Disability Quarterly , vol.26 , pp. 129-142
    • Schumaker, J.1    Deshler, D.2
  • 96
    • 0007256447 scopus 로고
    • The effects of teacher training and implementation of two methods of improving the comprehension skills of students with learning disabilities
    • Simmonds, E. P. M. (1992). The effects of teacher training and implementation of two methods of improving the comprehension skills of students with learning disabilities. Learning Disabilities Research and Practice, 7, 194–198.
    • (1992) Learning Disabilities Research and Practice , vol.7 , pp. 194-198
    • Simmonds, E.1
  • 97
    • 0344389536 scopus 로고    scopus 로고
    • The effects of explicit science reading instruction on selected grade seven students: Metacognition and comprehension of specific science text
    • Spence, D., Yore, L., & Williams, R. (1999). The effects of explicit science reading instruction on selected grade seven students: Metacognition and comprehension of specific science text. Journal of Elementary Science Education, 11(2), 15–30.
    • (1999) Journal of Elementary Science Education , vol.11 , Issue.2 , pp. 15-30
    • Spence, D.1    Yore, L.2    Williams, R.3
  • 98
    • 84987046994 scopus 로고
    • Disabled readers’ processing of prose: Do any processes change because of intervention?
    • Swanson, H. L., Kozleski, E., & Stegink, P. (1987). Disabled readers’ processing of prose: Do any processes change because of intervention? Psychology in the Schools, 24, 378–384.
    • (1987) Psychology in the Schools , vol.24 , pp. 378-384
    • Swanson, H.L.1    Kozleski, E.2    Stegink, P.3
  • 99
    • 84970672427 scopus 로고
    • An analysis of errors and strategies in the expository writing of learning disabled students
    • Thomas, C. C., Englert, C. S., & Gregg, S. (1987). An analysis of errors and strategies in the expository writing of learning disabled students. Remedial and Special Education, 8, 21–30.
    • (1987) Remedial and Special Education , vol.8 , pp. 21-30
    • Thomas, C.C.1    Englert, C.S.2    Gregg, S.3
  • 101
    • 0001302949 scopus 로고    scopus 로고
    • Broken promises: Reading instruction in resource rooms
    • Vaughn, S., Moody, S. W., & Schumm, J. S. (1998). Broken promises: Reading instruction in resource rooms. Exceptional Children, 64, 211–225.
    • (1998) Exceptional Children , vol.64 , pp. 211-225
    • Vaughn, S.1    Moody, S.W.2    Schumm, J.S.3
  • 104
    • 17144425491 scopus 로고
    • The effects of text segmentation on children’s reading comprehension
    • Weiss, D. S. (1983). The effects of text segmentation on children’s reading comprehension. Discourse Processes, 6(1), 77–89.
    • (1983) Discourse Processes , vol.6 , Issue.1 , pp. 77-89
    • Weiss, D.S.1
  • 105
    • 0040556877 scopus 로고
    • The please strategy: A meta-cognitive learning strategy for improving the paragraph writing of students with learning disabilities
    • Welch, M. (1992). The PLEASE strategy: A meta-cognitive learning strategy for improving the paragraph writing of students with learning disabilities. Learning Disability Quarterly, 15, 119–128.
    • (1992) Learning Disability Quarterly , vol.15 , pp. 119-128
    • Welch, M.1
  • 107
    • 0030093964 scopus 로고    scopus 로고
    • Teaching low achievers and students with learning disabilities to plan, write, and revise opinion essays
    • Wong, B. Y. L., Butler, D. L., Ficzere, S. A., & Kuperis, S. (1996). Teaching low achievers and students with learning disabilities to plan, write, and revise opinion essays. Journal of Learning Disabilities, 20, 197–212.
    • (1996) Journal of Learning Disabilities , vol.20 , pp. 197-212
    • Wong, B.1    Butler, D.L.2    Ficzere, S.A.3    Kuperis, S.4
  • 108
    • 0002549094 scopus 로고
    • Teaching problem learners revision skills and sensitivity to audience through two instructional modes: Student-teacher versus student-student interactive dialogues
    • Wong, B. Y. L., Butler, D. L., Ficzere, S. A., Kuperis, S., Corden, M., & Zelmer, J. (1994). Teaching problem learners revision skills and sensitivity to audience through two instructional modes: Student-teacher versus student-student interactive dialogues. Learning Disabilities Research and Practice, 9, 78–90.
    • (1994) Learning Disabilities Research and Practice , vol.9 , pp. 78-90
    • Wong, B.1    Butler, D.L.2    Ficzere, S.A.3    Kuperis, S.4    Corden, M.5    Zelmer, J.6
  • 109
    • 0000972535 scopus 로고
    • Increasing metacomprehension in learning disabled and normally achieving students through self-questioning training
    • 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.
    • (1982) Learning Disability Quarterly , vol.5 , pp. 228-239
    • Wong, B.1    Jones, W.2
  • 110
    • 42449145742 scopus 로고
    • Sentence elaboration and retention of good, average, and poor readers
    • Wong, B. Y. L., & Sawatsky, D. (1984). Sentence elaboration and retention of good, average, and poor readers. Learning Disability Quarterly, 7, 229–236.
    • (1984) Learning Disability Quarterly , vol.7 , pp. 229-236
    • Wong, B.1    Sawatsky, D.2
  • 111
    • 0021503330 scopus 로고
    • Investigating awareness of and teaching passage organization in learning disabled children
    • Wong, B. Y. L., & Wilson, M. (1984). Investigating awareness of and teaching passage organization in learning disabled children. Journal of Learning Disabilities, 17, 477–482.
    • (1984) Journal of Learning Disabilities , vol.17 , pp. 477-482
    • Wong, B.1    Wilson, M.2
  • 112
    • 84936350637 scopus 로고
    • Semantic code deficit for reading disabled children on an auditory lexical decision task
    • Zecker, S., & Zinner, T. (1987). Semantic code deficit for reading disabled children on an auditory lexical decision task. Journal of Reading Behavior, 19, 177–190.
    • (1987) Journal of Reading Behavior , vol.19 , pp. 177-190
    • Zecker, S.1    Zinner, T.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.