NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ871908
Record Type: Journal
Publication Date: 2010
Pages: 37
Abstractor: As Provided
Reference Count: 64
ISSN: ISSN-0748-8491
Using Story Grammar to Assist Students with Learning Disabilities and Reading Difficulties Improve Their Comprehension
Stetter, Maria Earman; Hughes, Marie Tejero
Education and Treatment of Children, v33 n1 p115-151 2010
With the majority of students with learning disabilities (LD) having difficulties in reading, teachers at all grade levels need to incorporate comprehension strategies into their instruction to explicitly teach students with LD how to use the strategies to enhance their comprehension. One way for teachers to support students' comprehension of narrative text is to actively instruct them in using story grammar strategies. Story grammar provides students with a framework to help them understand narrative texts and includes common elements such as plot, character, setting, and theme. This review provides an overview of research focused on using story grammar as a comprehension strategy, as well as examines the success of the strategy with students with special needs and reading difficulties. (Contains 1 table.)
West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site:
Publication Type: Information Analyses; Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A