Strategies for Comprehending Text and Coping with Reading Difficulties

Abstract

Reading is a foundation for literacy and education, yet it presents formidable problems for learning disabled children. Although some of these difficulties may have specific perceptual or phonological roots, we argue that they become pervasive roadblocks to learning and motivation. Thus, children who cannot decode words, identify main ideas, or summarize text well become frustrated. We discuss how, as a result of such frustration, learning disabled children develop counterproductive coping strategies and fail to use effective cognitive strategies. Interventions that teach students (a) how to use strategies selectively and (b) how to set goals, persevere, and make accurate attributions while reading help learning disabled readers significantly. The metacognitive and motivational characteristics of these successful interventions will be considered in terms of “cognitive coaching.” Instruction that incorporates the twin goals of enabling and empowering students is likely to lead to stable improvements in both acquisition and use of adaptive learning strategies.

Developmental dynamics of metacognitive knowledge and text comprehension skill in the first primary school years

“…to be strategic in reading (cf. Alexander and Schwanenflugel 1994;Annevirta and Vauras 2006;Meloth 1990;Paris and Oka 1989;Pressley and Gaskins 2006). However, the individual differences in the growth of MCK and the RC skill should be more thoroughly measured by using a more person-oriented approach simultaneously with the variable-oriented methods used in this study (cf.…”

“…resources representing three different aspects of metacognition: (1) metacognitive knowledge about cognitive processes and strategies (Flavell 1976;Paris and Oka 1989), (2) skills to carry out the strategies in practice (Cross and Paris 1988;Garner 1987;Rubman and Waters 2000), and (3) control skills to monitor and regulate strategic performance (Baker 2002;Pressley and Ghatala 1990).…”

Incorporating Strategy Instruction Within the Writing Process in the Regular Classroom: Effects on the Writing of Students with and without Learning Disabilities

“…Strategy instruction with students with learning disabilities (LD), as well as other inefficient learners, has become a major focus in educational research (Graham & Harris, in press;Pressley & Levin, 1986). Although the available evidence favors the conclusion that strategy instruction improves the academic performance of many students, including those with LD and normally achieving students (e.g., Goldman, 1989;Paris & Oka, 1989;Wong, Harris, & Graham, 1991), a number of important issues remain unresolved.…”

Literacy, development and disabilities: are we moving in the right direction?

“…Unfortunately, the perception of reduced expectations for literacy are still all too prevalent in homes, schools, within society in general and within individuals with disabilities (Lian of Alola, 1994;Hardman et al, 1996). If children do not believe that they can achieve some aspect of learning, they are not likely to put forth the extra effort needed to persevere long enough to master skills such as reading and writing (Paris & Oka, 1989). Thus, failure and helplessness are reinforced, and Literacy, development and disabilities 653 illiteracy prevails (Cohen et al, 1989;Light & McNaughton, 1993;Sylwester, 1994;Hoover-Dempsey & Sandler, 1997;Reinhartsen et al, 1997).…”