Integrating Comprehension Strategies into Social Studies Instruction

Hughes, Marie Tejero; Parker-Katz, Michelle

doi:10.1080/00377996.2012.691570

Cited by 10 publications

(10 citation statements)

References 27 publications

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“…The data were analyzed to determine if the PIN intervention yielded higher reading achievement scores, yielded improved attitudes toward reading, and yielded an increase of engagement for eighth-grade Students with Learning Disabilities (SWLD). Students with learning disabilities perceive and process information differently than students without learning disabilities (Hughes & Parker-Katz, 2013). Therefore, the teacher-researcher sought to determine if the PIN intervention had a greater effect on students' reading achievement, attitudes, and engagement.…”

Section: Discussionmentioning

confidence: 99%

“…Students with learning disabilities perceive and process information differently than students without learning disabilities (Hughes & Parker-Katz, 2013).…”

Section: Review Of Literaturementioning

confidence: 97%

“…Reading comprehension is an area in which students with learning disabilities continuously struggle (Hollenbeck, 2013;Hughes & Parker-Katz, 2013;Kim, Linan-Thompson & Misquitta, 2012).…”

Section: Review Of Literaturementioning

confidence: 99%

“…Teaching SWLD explicit strategies to learn comprehension skills is vital because the students are not always able to glean the strategies through inferencing (Hughes & Parker-Katz, 2013;Reed & Vaughn, 2012;& Wolff et al, 2013). Students should be actively engaged in reading in order to fully understand and analyze a text (Unrau & Quirk, 2014).…”

Section: Review Of Literaturementioning

confidence: 99%

“…Reed and Vaughn (2012) agreed that other content areas aside from reading and English language arts should incorporate explicit comprehension instruction. Hughes and Parker-Katz (2013) concurred that comprehension strategies should be incorporated because the students with learning disabilities significantly struggle in other content area classes reading difficulties (Hughes & Parker-Katz, 2013). Students with learning disabilities who struggle with reading comprehension should be taught multiple active reading methods because reading comprehension is a skill that is required of all citizens to succeed in society (Williams & Ari, 2011).…”

Section: Reading Comprehension Strategiesmentioning

confidence: 99%

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Effects of the Post-It Note Strategy on Reading Achievement among Eighth-Grade Students with Learning Disabilities

et al. 2019

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The purpose of this eight-week research study was to examine the effects of the post-it note intervention on achievement, attitudes, and engagement towards reading comprehension among eighth-grade students with learning disabilities.The participants (N=12) were enrolled in special education, reading class based on their Individualized Education Plans. The students engaged in the think-aloud strategy the first four weeks of the study, and they engaged in the post-it note intervention the second four weeks. Data were collected throughout the study on academic achievement, attitudes toward reading, and engagement. Field notes were collected to analyze major themes of the study. When the data were analyzed, the mean increase from the post-it note intervention was higher than the think-aloud strategy at a statistically significant level (t (11)= -8.44, p<.001). Data showed the students' attitudes toward reading and engagement improved when 2 Deese et al.

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Section: Discussionmentioning

confidence: 99%

“…Students with learning disabilities perceive and process information differently than students without learning disabilities (Hughes & Parker-Katz, 2013).…”

Section: Review Of Literaturementioning

confidence: 97%

“…Reading comprehension is an area in which students with learning disabilities continuously struggle (Hollenbeck, 2013;Hughes & Parker-Katz, 2013;Kim, Linan-Thompson & Misquitta, 2012).…”

Section: Review Of Literaturementioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

Section: Reading Comprehension Strategiesmentioning

confidence: 99%

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Effects of the Post-It Note Strategy on Reading Achievement among Eighth-Grade Students with Learning Disabilities

et al. 2019

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Preparing Educators to Teach Literacy

Parker-Katz¹,

Hughes²,

Lee³

2017

The Wiley Handbook of Diversity in Special Education

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Social studies instruction for students with mild disabilities: An (updated) progress report

Lintner

Kumpiene

2017

The Journal of Social Studies Research

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Over the past two decades, there has been a marked increase in the number of students with mild disabilities who receive social studies instruction in the general education classroom. This research uses the seminal 1994 Passe and Beattie study as a comparative referent to examine current instructional strategies used to teach such students. The current study sought to answer: What instructional practices do contemporary general educators use to teach social studies to students with disabilities? And have these practices changed in twenty-years? Comparative and comparison results are provided with suggestions to differentiate social studies instruction to meet the learning needs of students with mild disabilities.

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Integrating Comprehension Strategies into Social Studies Instruction

Cited by 10 publications

References 27 publications

Effects of the Post-It Note Strategy on Reading Achievement among Eighth-Grade Students with Learning Disabilities

Effects of the Post-It Note Strategy on Reading Achievement among Eighth-Grade Students with Learning Disabilities

Preparing Educators to Teach Literacy

Social studies instruction for students with mild disabilities: An (updated) progress report

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