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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ556700
Record Type: CIJE
Publication Date: 1997
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1081-3004
Improving the Reading Comprehension of Middle School Students in Inclusive Classrooms.
Katims, David S.; Harris, Sandra
Journal of Adolescent & Adult Literacy, v41 n2 p116-23 Oct 1997
Investigates the effectiveness for improving reading comprehension of a three-step paraphrasing strategy. Finds that the use of the cognitive strategy improved reading comprehension scores for all students, both with and without learning disabilities, in the experimental groups. (SR)
Descriptors: Inclusive Schools, Instructional Effectiveness, Intermediate Grades, Junior High Schools, Middle Schools, Reading Comprehension, Reading Improvement, Reading Research, Reading Strategies
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Paraphrase