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ERIC Number: EJ786237
Record Type: Journal
Publication Date: 2007
Pages: 17
Abstractor: Author
Reference Count: 38
ISBN: N/A
ISSN: ISSN-0731-9487
Embedded Learning Strategy Instruction: Story-Structure Pedagogy in Heterogeneous Secondary Literature Classes
Faggella-Luby, Michael; Schumaker, Jean S.; Deshler, Donald D.
Learning Disability Quarterly, v30 n2 p131-147 Spr 2007
The effects of using the Embedded Story-Structure (ESS) Routine in a literature course were investigated. A heterogeneous group of 79 ninth graders, including 14 students with LD, were randomly assigned to one of two conditions, with instruction occurring in groups of 12 to 14 students in general education literature classes over a nine-day period. ESS instruction focused on three reading strategies: (a) student self-questioning, (b) story-structure analysis, and (c) summarizing. Instruction for the alternative condition, called comprehension skills instruction (CSI), was comprised of a package of research-based reading interventions. Statistically significant differences were found between groups in favor of the ESS Routine on measures of strategy use, story-structure knowledge, and unit reading comprehension. Moreover, results indicated equivalent gains for ESS students regardless of disability versus nondisability category. (Contains 9 tables, 1 figure and 2 notes.)
Council for Learning Disabilities. P.O. Box 4014, Leesburg, VA 20177. Tel: 571-258-1010; Fax: 571-258-1011; Web site: http://www.cldinternational.org
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A