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ERIC Number: EJ842121
Record Type: Journal
Publication Date: 2009
Pages: 7
Abstractor: As Provided
Reference Count: 43
ISSN: ISSN-0827-3383
Understanding the Causes of Intermediate and Middle School Comprehension Problems
Palumbo, Anthony; Loiacono, Vito
International Journal of Special Education, v24 n1 p75-81 2009
Special education teachers working in intermediate grades and in middle school grades face many challenges as they teach both developmental reading skills and subject matter material. Not only must they deal with the increased vocabulary and domain demands of teaching informational text, they must also handle the needs of students who have not yet mastered basic reading skills. The complexity of this task is reflected in recent NAEP fourth-grade reading scores that show approximately 30 percent of fourth-grade students reading at a proficient level or higher in the United States. While increased attention to vocabulary growth and exposure to informational text in primary grades may eventually ameliorate this problem in fourth-grade and beyond, currently intermediate and middle school teachers need instructional strategies they can use to foster reading skills, develop vocabulary, and teach subject matter comprehension to all students. We believe that current technology offers both special and general education teachers teaching at these levels the opportunity to use instructional cloze to improve students' reading ability and enhance subject matter knowledge. (Contains 2 tables.)
International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States