ERIC Number: ED451650
Record Type: RIE
Publication Date: 1998-Mar
Improving Reading Comprehension for Children with Disabilities: A Review of Research. Final Report.
Gersten, Russell; Williams, Joanna P.; Fuchs, Lynn; Baker, Scott; Koppenhaver, David; Spadorcia, Stephanie; Harrison, Melody
This report presents results of a comprehensive review of the research on the improvement of reading comprehension for students with disabilities and is organized into two major sections, the first on learning disabilities and the second on low incidence disabilities. Section 1 is organized into seven chapters which cover: (1) an explanation of the review's methodology; (2) understanding reading comprehension difficulties of students with learning disabilities; (3) interventions focusing on strategy training for improving comprehension of narrative text; (4) improving comprehension of expository text; (5) interventions focused on adapting text; (6) interventions focused on other aspects of reading; and (7) conclusions, an attempt to integrate contemporary research in cognitive psychology and general education. Section 2 examines research on reading comprehension processes and instruction for children with low incidence disabilities. Individual chapters address: correlates of reading comprehension in children with developmental disabilities, reading comprehension instruction for children with developmental disabilities, reading comprehension instruction for children who are deaf or hard of hearing, and conclusions and limitations of reading comprehension for children with low-incidence disabilities. (Contains approximately 260 references.) (DB)
Descriptors: Developmental Disabilities, Disabilities, Elementary Secondary Education, Hearing Impairments, Learning Disabilities, Reading Comprehension, Reading Instruction, Reading Strategies, Remedial Reading, Research and Development, Theory Practice Relationship
ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244.
Publication Type: Information Analyses
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: N/A
Grant or Contract Numbers: N/A