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

• Published in: Review of educational research Vol. 71; no. 2; pp. 279 - 320
• Main Authors: Gersten, Russell, u.a
• Format: Journal Article
• Language: English
• 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
• DOI: 10.3102/00346543071002279
• ISSN: 0034-6543

[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.)