NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ923231
Record Type: Journal
Publication Date: 2011
Pages: 10
Abstractor: As Provided
Reference Count: 37
ISSN: ISSN-1045-988X
Comprehension Strategy Instruction for Two Students with Attention-Related Disabilities
Hedin, Laura R.; Mason, Linda H.; Gaffney, Janet S.
Preventing School Failure, v55 n3 p148-157 2011
Many students struggle to maintain the attention needed to comprehend while reading. One 4th-grade student and 5th-grade student, both with poor comprehension and attention-related disabilities, were taught to use a proven systematic reading comprehension strategy, TWA (Think Before Reading, Think While Reading, Think After Reading), when reading science passages. TWA consists of 9 strategies: "State Author's Purpose, What I Know, What I Want to Learn, Adjust Reading Speed, Reread, Link Knowledge, Identify Main Idea, Summarize," and "State What I Learned." Students received scaffolded support throughout the intervention and learned to self-monitor and self-reinforce their reading performance. Both students' reading comprehension improved during and after lessons when compared with performance before instruction. TWA appeared to help these students regulate their strategy use and sustain attention during reading. (Contains 4 figures and 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A