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Coherence and the Sharing of Meaning: Supporting Underachieving Readers.
Peer reviewed Peer reviewed
Smith, Judith; Elkins, John – International Journal of Disability, Development and Education, 1992
A study found that both paradigmatic and syntagmatic aspects of text were important for signifying meaning of text in the reading comprehension of 102 Australian students at 3 age levels (10, 12, and 14 years). Underlying comprehension problems was a lack of prior experience of text topics. Reading preparation through developing shared meanings is…
Descriptors: Advance Organizers, Coherence, Elementary Secondary Education, Knowledge Level
Adapting Textbooks for Children with Learning Disabilities in Mainstreamed Classrooms.
Peer reviewed Peer reviewed
Meese, Ruth Lyn – Teaching Exceptional Children, 1992
Possible adaptations of textbooks for children with learning disabilities include modifying the textbook (tape recording the text, using high-interest low-vocabulary materials); altering instructional procedures (teaching textbook structure, previewing, providing advance organizers, preteaching critical vocabulary); and teaching textbook reading…
Descriptors: Advance Organizers, Elementary Secondary Education, High Interest Low Vocabulary Books, Instructional Materials
A Review of Current Research on Reading Instruction and the Learning Disabled Student.
Becker, Evelyn Z.; McCormick, Sandra – 1991
This review examines all data-based ecologically valid studies published in "Learning Disability Quarterly" or "Journal of Learning Disabilities" that addressed reading instruction and were published from 1980 to 1990. It first looks at studies focusing on comprehension, including such reader factors as prior knowledge, metacognition, and visual…
Descriptors: Advance Organizers, Classroom Techniques, Elementary Secondary Education, Grouping (Instructional Purposes)