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ERIC Number: EJ917308
Record Type: Journal
Publication Date: 2011-Mar
Pages: 10
Abstractor: As Provided
Reference Count: 48
ISSN: ISSN-1053-4512
Instructional Makeover: Supporting the Reading Comprehension of Students with Learning Disabilities in a Discussion-Based Format
Hollenbeck, Amy Feiker
Intervention in School and Clinic, v46 n4 p211-220 Mar 2011
Comprehension instruction for students with learning disabilities (LD) is explored from three perspectives, all within the framework of engaging students in meaningful conversations about text with their general education peers. First, excerpts from lesson transcripts are provided to illustrate one special educator's emphasis on student-generated questions about text, a comprehension strategy highlighted by the National Reading Panel. This same instruction is next considered from the viewpoint of the research base in special education to integrate principles of explicit instruction. Finally, student-generated questioning is presented from a third perspective not typically seen in special and general education: making transparent the relationships between comprehension strategies and active reading. Guided practice with tasks such as developing questions is unlikely to build the comprehension skills of struggling readers without explicit connections to the task of making meaning while reading text. (Contains 2 figures and 1 note.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A