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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

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ERIC Number: ED477879
Record Type: RIE
Publication Date: 2002-Sep-30
Pages: 8
Abstractor: N/A
Reference Count: N/A
Reading Comprehension Interventions That Enhance Outcomes for English Language Learners with LD, 10/01/98-09/30/02. Final Report.
Vaughn, Sharon; Bryant, Diane Pedrotty
This final report discusses the activities and outcomes of a project that explored the effectiveness of strategies for teaching reading comprehension to English language learners with learning disabilities who are failing to acquire the comprehension skills to learn from print. A series of studies was conducted over a 3-year period that investigated the effectiveness of: vocabulary (semantic mapping and fluency); repeated partner reading (PR); reading comprehension strategies (before, during, and after reading); and collaborative strategic reading (CSR). Students (n=171) in grades 3-6 and their teachers participated in the studies. Results indicated: (1) there were statistically significant effects for rate of reading and correct words read per minute, but not accuracy or comprehension, for both PR and CSR for both low-to-average achieving students and students with disabilities; (2) students with and without disabilities who were provided a multicomponent reading intervention including word identification, fluency (PR), and content area comprehension (CSR) instruction, improved in accuracy of oral reading and fluency; and (3) intensive reading instruction in word study, fluency, vocabulary, and comprehension with English language learners (grades 4-5) who are struggling students did not produce statistically significant results between the experimental and comparison groups. (CR)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Texas Univ., Austin.
Identifiers: N/A