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ERIC Number: EJ1080452
Record Type: Journal
Publication Date: 2015
Pages: 21
Abstractor: As Provided
Reference Count: 23
ISBN: N/A
ISSN: ISSN-1937-6928
Story Grammar Instruction with Third and Fifth Grade Students with Learning Disabilities and Other Struggling Readers
Alves, Kat D.; Kennedy, Michael J.; Brown, Tiara S.; Solis, Michael
Learning Disabilities: A Contemporary Journal, v13 n1 p73-93 2015
"Reading comprehension" is difficult for many students with disabilities, including those with specific learning disabilities. However these students can be explicitly taught strategies to improve their comprehension abilities. One such strategy is teaching students story grammar in order to provide them with a framework for understanding narrative text. In this article, we present the results of a multiple-baseline across groups study conducted with third and fifth grade students. All students improved from baseline to posttest and maintenance scores remained above baseline. Nonoverlap of All Points (NAP) data demonstrates very low overlap between baseline points and intervention points for all students. Results indicated that story grammar interventions might improve reading outcomes for students with disabilities in grades 3-5.
Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldworldwide.org/research/learning-disabilities-a-contemporary-journal
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Diagnostic Reading Battery