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ERIC Number: EJ943049
Record Type: Journal
Publication Date: 2011
Pages: 15
Abstractor: As Provided
Reference Count: 40
ISSN: ISSN-1540-0077
Main Idea Identification with Students with Mild Intellectual Disabilities and Specific Learning Disabilities: A Comparison of Explicit and Basal Instructional Approaches
Miller, C. Alan; Darch, Craig B.; Flores, Margaret M.; Shippen, Margaret E.; Hinton, Vanessa
Journal of Direct Instruction, v11 p15-29 Sum 2011
Students with high-incidence disabilities struggle with reading comprehension due to difficulties in background knowledge and metacognitive skills, including use of self-monitoring and other strategies. In the United States, these students typically receive the majority of their instruction in general education settings. However, there is little research comparing reading comprehension interventions with the typical basal curricula used in these classrooms. We compared the effects of an explicit reading comprehension intervention to those of a typical language-arts curriculum on upper elementary and middle school students' (n = 38) retells of passages and understanding of main ideas. A 2 x 4 repeated measures multivariate analysis of variance (MANOVA) revealed significant differences between instructional groups. These results indicate systematic and explicit reading comprehension instruction can be delivered successfully to students with high-incidence disabilities in general education settings. (Contains 3 figures and 4 tables.)
Association for Direct Instruction. P.O. Box 10252, Eugene, OR 97440. Tel: 800-995-2464; Tel: 541-485-1293; Fax: 541-683-7543; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Kaufman Test of Educational Achievement