Teaching reading comprehension strategies to students with learning disabilities A review of research

[The authors, first] describe the factors that lead to the comprehension difficulties of [learning disabled] students. Next they describe the procedures used for reviewing the literature on effective instructional methods for this population. Next they review the body of studies involving instructio...

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Bibliographic Details
Published inReview of educational research Vol. 71; no. 2; pp. 279 - 320
Main Authors Gersten, Russell, u.a
Format Journal Article
LanguageEnglish
Published Thousand Oaks, CA American Educational Research Association 01.06.2001
Sage Publications
Subjects
Disabilities
Disorders and maladjustments
Educational research
Educational sciences
Elementary Secondary Education
Forschungsstand
Förderungsmaßnahme
Instructional Effectiveness
Learning Disabilities
Learning Strategies
Lernbehinderung
Lesen
Lesenlernen
Leseschwierigkeit
Literaturbericht
Maladjustment
Narratives
Reading
Reading Comprehension
Reading Instruction
Special education
Special needs students
Students
Teachers
Teaching
Teaching Methods
Text
Thinking Skills
Training
Unterrichtsmethode
Verstehen
USA
Oregon
United States > US
Handicap
Educational Research
Learning Strategy
Learning Difficulty
Reading Comprehension
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Summary:[The authors, first] describe the factors that lead to the comprehension difficulties of [learning disabled] students. Next they describe the procedures used for reviewing the literature on effective instructional methods for this population. Next they review the body of studies involving instructional methods for improving the comprehension of narrative text. This is followed by the research on techniques for improving the comprehension of expository text. They conclude with a discussion of ongoing issues in the field - in particular, a) the increased use of socially mediated instruction, b) the need to teach multiple strategies to students to improve comprehension, and c) controversies in how important it is to explicitly teach specific strategies versus merely providing flexible frameworks to structure dialogue on texts read. (DIPF/Orig.)
Bibliography:Research supported in part by Contract Number HS92017001 from the Office of Special Education Programs and a grant form the National Center for Learning Disabilities.
ISSN:0034-6543
1935-1046
DOI:10.3102/00346543071002279