ERIC Number: ED466913
Record Type: RIE
Publication Date: 2002-Mar
Never Too Late: Approaches to Reading Instruction for Secondary Students with Disabilities. Research to Practice Brief: Improving Secondary Education and Transition Services through Research.
Clapper, Ann T.; Bremer, Christine D.; Kachgal, Mera M.
This research brief discusses two reading instruction models for teaching secondary school students with disabilities. The first, Collaborative Strategic Reading (CSR), is designed specifically for students with learning disabilities and students who are at risk of reading failure. This strategy adapts reciprocal reading and incorporates cooperative learning. CSR utilizes four strategies: preview, click and clunk (students identify parts of a passage that are hard to understand, then using four "fix-up" strategies, get the gist and wrap up. Students are also taught to use the following cooperative group roles: leader, clunk expert, gist expert, announcer, and encourager. The second strategy, Strategic Instruction Model (SIM), consists of a package of components for use by students with learning disabilities, as well as instructional tools for use by teachers. The reading strategies portion of SIM includes: paraphrasing, self-questioning, visual imagery, and word identification. The Content Enhancement Routines in SIM help teachers manage and present the content of their classes in ways that help all students learn. A concept anchoring table is presented. The article closes with a description of other approaches and suggestions for selecting and implementing the appropriate model. (Contains 19 references.) (CR)
Descriptors: Cooperative Learning, Disabilities, Learning Disabilities, Reading Difficulties, Reading Instruction, Reading Processes, Reading Programs, Reading Strategies, Remedial Reading, Secondary Education, Teacher Role, Teaching Models
For full text: http://www.ncset.org.
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Center on Secondary Education and Transition, Minneapolis, MN.
Note: Volume 1, Issue 1.