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Reynolds, Catharine J.; Salend, Spencer J. – Academic Therapy, 1990
The article describes teacher-directed and student-mediated comprehension strategies to improve the text comprehension skills of mainstreamed students with mild disabilities. Techniques include advance organizers, study guides, color coding, oral reading, critical thinking maps, and self-questioning techniques. Guidelines are offered for assessing…
Descriptors: Advance Organizers, Elementary Secondary Education, Learning Strategies, Mainstreaming
Caldwell, JoAnne; Recht, Donna R. – Academic Therapy, 1990
Think cards, consisting of students' written verbalizations of reading comprehension strategies presented by the teacher, make students aware of the need for using strategies during the reading process and aid them in keeping track of alternative strategies. The paper illustrates incorporation of think cards into a reading lesson involving the…
Descriptors: Cognitive Processes, Elementary Secondary Education, Instructional Materials, Learning Strategies
Paul, Peter V. – Academic Therapy, 1989
The need for direct, systematic vocabulary instruction in improving language comprehension abilities of hearing-impaired and learning-disabled students is discussed. Vocabulary instruction should be knowledge-based and should be combined with extensive reading opportunities. Sample instructional techniques, such as word maps, semantic feature…
Descriptors: Elementary Secondary Education, Hearing Impairments, Language Skills, Learning Disabilities
Sorrell, Adrian L. – Academic Therapy, 1990
Three reading comprehension strategies are presented to assist learning-disabled students: an advance organizer technique called "TELLS Fact or Fiction" used before reading a passage, a schema-based technique called "Story Mapping" used while reading, and a postreading method of categorizing questions called…
Descriptors: Advance Organizers, Elementary Secondary Education, Learning Disabilities, Learning Strategies
Weisenback, E. Lynne – Academic Therapy, 1988
Strategies are suggested to assist students with reading comprehension difficulties. Strategies include: (1) developing appropriate background through discussion of story concepts, brainstorming, conceptual webbing, and kinesthetic or tactile experiences; (2) asking students to predict what will happen; (3) reciprocal questioning between students…
Descriptors: Background, Brainstorming, Elementary Secondary Education, Imagery
Englert, Carol Sue; Mariage, Troy – Academic Therapy, 1990
POSSE, an instructional procedure for a reading comprehension curriculum, structures classroom dialogue about text meaning. Students with mild handicaps predict what the story will be about, organize their knowledge, search for the text structure, summarize, and evaluate. POSSE's successful application is dependent upon effective lesson dialogue…
Descriptors: Curriculum, Dialogs (Language), Elementary Secondary Education, Learning Strategies