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ERIC Number: ED449596
Record Type: Non-Journal
Publication Date: 2000-Nov
Pages: 4
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Strategic Processing of Text: Improving Reading Comprehension of Students with Learning Disabilities. ERIC/OSEP Digest #599.
Williams, Joanna P.
This digest, based on a book of the same title, summarizes relevant research and promising practices in the strategic processing of text, both narrative and expository, by students with learning disabilities. For narrative text, it cites studies on improving students' ability to use narrative structure and the effectiveness of teaching students to use story grammar as an organizational guide. It finds that most interventions with these students have resulted in only limited transfer of skills to non-training settings. For expository text, the digest reports on interventions which focused on teaching either single or multiple strategies and finds that such training, if carefully developed and continued for a sufficiently long time and closely managed by the teacher, shows promise for effecting good maintenance and transfer. Overall, the digest stresses the importance of training teachers in strategy instruction. It also suggests future research should focus on strategy instruction in real classroom settings, peer-mediated strategy instruction, and new approaches to the assessment of reading comprehension. (DB)
ERIC Clearinghouse on Disabilities and Gifted Education, Council for Exceptional Children, 1110 North Glebe Rd., Arlington, VA 22201-5709; Tel: 800-328-0272 (Toll-free); E-mail: ericec@cec.sped.org; Web site: http://www.ericec.org
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Disabilities and Gifted Education, Arlington, VA.