Comprehension Strategy Instruction for Two Students With Attention-Related Disabilities

Hedin, Laura; Mason, Linda; Gaffney, Janet S.

doi:10.1080/1045988x.2010.499393

Cited by 25 publications

(22 citation statements)

References 22 publications

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“…Reading comprehension posttest improvement for summarization and retelling, across quasi‐experimental and experimental group studies for fourth‐ to eighth‐grade students, ranged from small effects (ES = 46) to large effects (ES = 0.94) (Mason, 2004; Mason, 2007; Mason, 2011; Mason, Davison, Hammer, & Miller, 2011; Rogevich & Perin, 2008). Similar effects were noted in single case study with fourth‐grade and fifth‐grade students with LD (Hedin, Mason, & Gaffney, 2011; Mason, Hickey Snyder, Sukhram, & Kedem, 2006).…”

Section: Review Of Literaturesupporting

confidence: 63%

Reading Science Text: Challenges for Students with Learning Disabilities and Considerations for Teachers

Mason

Hedin

2011

Learning Disabilities Research &Amp; Practice

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In science classes, teachers must consider the need for explicit, systematic reading instruction for students with learning disabilities (LD) while navigating the constructivist and activity‐oriented methods typically employed in science instruction. The complexity of scientific information conveyed through print may make reading science texts the greatest challenge that students with LD encounter in school. Fortunately, researchers have established that, by fostering students’ prior knowledge, providing text enhancements, and teaching reading comprehension strategies, students’ understanding of science text is improved. Effective instructional approaches and strategies for reading are reviewed and implications for teaching students with LD noted.

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Section: Review Of Literaturesupporting

confidence: 63%

Reading Science Text: Challenges for Students with Learning Disabilities and Considerations for Teachers

Mason

Hedin

2011

Learning Disabilities Research &Amp; Practice

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“…Effective implementation of classroom management strategies (CMS) is essential for the academic progress of all students as well as emotional well-being (DuPaul & Power, 2008;Jung & Choi, 2010), and of course students with attention-deficit/hyperactivity disorder (ADHD) are no exception (Lee & Witruk, 2013). The success of students with ADHD in the classroom is mainly based on how teachers handle their problematic behaviors (Greene, Beszterczey, Katzenstein, Park, & Goring, 2002;Hedin, Mason, & Gaffney, 2011). Therefore, it is very important for teachers to be able to manage each student's personal, emotional, and social needs (Arcia, Frank, Sanchez-LaCay, & Fernáindez, 2000), which in turn results in positive consequences as well as future success for students with ADHD (DuPaul & Power, 2008;Montague & Warger, 1997;Ohan, Cormier, Hepp, Visser, & Strain, 2008).…”

Section: Not To Give Up On Students With Adhd But Rather To Be Prepamentioning

confidence: 99%

Teachers’ intended classroom management strategies for students with ADHD: a cross-cultural study between South Korea and Germany

Lee¹,

Witruk²

2016

Current Issues in Personality Psychology

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backgroundThe purpose of this study was to investigate Korean and German teachers' intentions of using classroom management strategies (CMS) for students with attention-deficit/ hyperactivity disorder (ADHD) based on the theory of reasoned action (TRA) and the theory of planned behavior (TPB). participants and procedureParticipants were 639 Korean and 317 German teachers. Disproportional stratified sampling was used. As a result, 264 Korean and 264 German matched teachers were obtained. Kos's questionnaire was slightly modified. The survey instrument was distributed from September 2012 to December 2013. SPSS 22.0 was used to analyze the data. resultsKorean teachers were more influenced by norms of colleagues and parents than German teachers were. Teachers in both countries have more favorable attitudes towards positive-oriented CMS compared to negative-oriented CMS, and perceived themselves as being able to control all CMS in the classroom. The TRA proved to better predict both Korean and German teachers' intentions of using CMS compared to the TPB. conclusionsThis study is an important step towards understanding teachers' CMS in the cultural context of Korea and Germany. The findings of this study will be an essential resource to develop an ADHD management manual based on theoretical and cultural perspectives, so that teachers in both countries are prepared for students with ADHD in their classroom, rather than give up on them.

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“…During lessons one and two (modelling), the instructor modelled the strategy using ‘think aloud’ (for example, ‘If I use the TWA checklist, I can remember what to do to help me understand what I am reading’; Hedin et al, ). Consistent with the procedures outlined in Mason et al (), the instructor checked off the steps as delineated on the checklist after each was completed while reading the passage, and the students also checked off steps in the progression.…”

Section: Methodsmentioning

confidence: 99%

Effects of the TWA strategy on expository reading comprehension of students with autism

Howorth

Lopata²,

Thomeer³

et al. 2016

British J Special Edu

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High‐functioning students with autism spectrum disorder (ASD) have been shown to have significant reading comprehension difficulty. This multiple baseline study examined the effect of the think before reading, think while reading, and think after reading (TWA) strategy on expository text comprehension of four boys with ASD. Following baseline, each student received six sessions of TWA instruction. Data were collected on retell and comprehension question accuracy during the baseline, intervention and maintenance phases. Results supported the effectiveness of TWA as a reading strategy to increase the expository text comprehension of students with ASD. Effects during the intervention phase were immediate and consistent for comprehension questions, with greater variability observed for retell. Data collected at maintenance suggested that the gains were sustained for both comprehension questions and retell.

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Comprehension Strategy Instruction for Two Students With Attention-Related Disabilities

Cited by 25 publications

References 22 publications

Reading Science Text: Challenges for Students with Learning Disabilities and Considerations for Teachers

Reading Science Text: Challenges for Students with Learning Disabilities and Considerations for Teachers

Teachers’ intended classroom management strategies for students with ADHD: a cross-cultural study between South Korea and Germany

Effects of the TWA strategy on expository reading comprehension of students with autism

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