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ERIC Number: ED476287
Record Type: RIE
Publication Date: 2003-May-1
Pages: 18
Abstractor: N/A
The Effect of Instruction in the Paraphrasing Strategy on Reading Fluency and Comprehension.
Lee, Steven W.; Von Colln, Theresa
Cognitive strategy instruction is currently garnering much attention in the literature as an effective means of teaching children who display learning difficulties in a wide variety of academic areas. In reading, the Paraphrasing Strategy, which is one of an array of strategies used in the Strategies Intervention Model (SIM) (Schumaker, Deshler, & Ellis, 1986), has been shown to have a positive effect on reading comprehension in the limited research investigating its utility (Ellis & Graves, 1990; Lauterbach & Bender, 1995). The present study used a unique single-subject reversal design suggested by Barlow and Hersen (1984) for reversing seemingly "irreversible" learning behaviors in order to investigate the effect of the paraphrasing strategy on reading in a male African American, middle school student in regular education who showed difficulties in reading comprehension. A positive effect was found on paraphrasing, comprehension and reading rate following strategy instruction. These findings suggest the usefulness of the paraphrasing strategy in addressing reading comprehension problems. Contains 34 references, a table listing the sequence of stages for learning the Paraphrasing Strategy, and a figure of data. (Author/RS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A