Evidence‐Based Strategies for Improving the Reading Comprehension of Secondary Students: Implications for Students with Learning Disabilities

Abstract

Reading comprehension is a complex skill that places significant demands on students, beginning with elementary school and continuing through the secondary grades. In this article, we provide an overview of possible factors associated with problems in reading comprehension among secondary students with learning disabilities. Discussion underscores the fact that comprehension problems are evidenced by a heterogeneous group of students. We argue that it is important for teachers to align an intervention with a specific area of difficulty (e.g., teaching prefixes and suffixes to increase reading vocabulary). We highlight research‐based interventions advocated by the National Reading Panel and offer ways that teachers can match specific strategies with the individual needs of students with problems in reading comprehension. Finally, we emphasize that whatever strategy is selected, it should be structured, explicit, scaffolded, and intense (Williams et al., 2005).

Increasing College Entrance Testing Vocabulary for Secondary Students with High-Incidence Disabilities

“…The third implication from this study is that, through the use of technology, specifically CBGOs, students may be better able to increase vocabulary knowledge which ultimately better prepares students with disabilities for their post-transition goals (Kim et al, 2017;Vaughn et al, 2015;Watson et al, 2012). Overall, in these ways, results from this study positively supports that further evidence exists regarding the effectiveness of computerized graphic organizers helps to increase vocabulary acquisition of students with high-incidence disabilities.…”

“…With the emphasis of rigor in education and, thus, the cognitive demand placed upon students steadily increasing, the challenge placed before students is accumulating (Kim et al, 2017;Lombardi et al, 2017;Malcolm & Roll, 2017;Vaughn et al, 2015). To this end, teaching vocabulary is not only vital, but is a key component in the success of students with disabilities at the secondary level (Vaughn et al, 2015;Malcolm & Roll, 2017;Watson et al, 2012). The use of technology to teach vocabulary through an evidence-based approach such as graphic organizers makes pedagogical sense, and is a need within the educational community, but needs to be researched to determine its effectiveness; therein lies the basis for this study.…”

Une approche d’enseignement des stratégies de compréhension de lecture de textes courants auprès de jeunes lecteurs à risque d’échouer

“…D'ailleurs, au secondaire, les exigences en matière de compréhension qu'imposent les textes disciplinaires sont fréquemment plus élevées que les compétences des élèves (Shanahan & Shanahan, 2008). Ainsi, tout au long du primaire, pour réussir leur scolarité, les élèves ont besoin de développer leur vocabulaire, d'être exposés à des textes de complexités variables sur une grande diversité de sujets venant de plusieurs sources, en plus de développer des stratégies de compréhension de lecture à travers toutes les disciplines (Biancarosa & Snow, 2004;Torgesen, Houston, Rissman, Decker, Roberts & al., 2007;Watson, Gable, Gear & Hughes, 2012).…”

Improving the reading comprehension of primary-school students at frustration-level reading through the paraphrasing strategy training: A multiple-probe design study

“…Therefore, it is suggested that paraphrasing should be taught to students before or during summarization (Watson et al, 2012). Reading skills researchers define the paraphrasing as a successful comprehension strategy that combines questioning, understanding, and summarizing skills (Schumaker, Denton & Deschler, 1984citied Katims & Harris, 1997.…”

“…Identifying the main idea and details of a text is an essential ability for successful reading comprehension and is generally considered a prerequisite for higher-level strategies (Watson, Gable, Gear & Hughes, 2012).…”