Reading Comprehension Instruction for Students with Learning Disabilities

İşiten ve İşitme Yetersizliği Olan Öğrencilerin Özetleme Becerilerinin Karşılaştırmalı Olarak İncelenmesi

“…Reading without comprehension can only be called pronunciation. One of the methods of evaluating comprehension, which is evaluated formally and informally, is summarizing the texts that the students read (Braxton, 2009;Cavkaytar, 2010;Jitendra and Gajria, 2011;Solomon, 2012). Summarization means that the reader is shortening the flow of the text and shortening the text with his own sentences to contain important information (Aktaş and Bayram, 2017;Braxton, 2009;Çıkrıkçı, 2008;Deneme, 2009;Görgen, 1997).…”

Effects of story mapping on third-grade students with Attention Deficit Hyperactivity Disorder

“…Teachers can help students remain engaged in reading by providing them with structured reading activities through the use of graphic organizers. According to Jitendra and Gajria (2011), graphic organizers help students organize information and develop schema about that information. When schema is created, information is more easily retained and comprehension increases.…”

“…When schema is created, information is more easily retained and comprehension increases. Graphic organizers also help students to see the relationships among information or concepts in the text (Jitendra & Gajria, 2011) and provide a visual framework for contextual information (Coyne et al, 2009). In completing graphic organizers, students become more familiar with common occurrences in texts.…”

“…When information is connected to prior knowledge, the students can retain that information in their long-term memories (Akhondi et al, 2011). With the use of graphic organizers, students become more familiar with text structure and the material becomes more meaningful and accessible to the students (Jitendra & Gajria, 2011). The visual organization of information helps students decide what is most important in the text and comprehension increases.…”

“…These maps function to prompt learners to identify story elements and provide space for them to record this information" (Boulineau, Fore, Hagan-Burke, & Burke, 2004, p. 106). Generally, story maps include elements, such as characters, time, problem, goal, action, and outcome (Jitendra & Gajria, 2011;Stagliano & Boon, 2009). This strategy can be used across many different age groups and ability levels.…”