Teaching Rural Students with Learning Disabilities: A Paraphrasing Strategy to Increase Comprehension of Main Ideas

Ellis, Edwin S.; Graves, Anne W.

doi:10.1177/875687059001000201

Cited by 45 publications

(48 citation statements)

References 11 publications

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“…Unlike previous researchers who found improvements when students answered multiple-choice or open-ended comprehension questions (Ellis & Graves, 1990;Katims & Harris, 1997;Lauterbach & Bender, 1995;Lee & Von Colln, 2003), the present study also produced positive results for inferential comprehension such as those obtained by Hagaman & Reid (2008) and Hagaman et al (2012) but extended to students with learning disabilities.…”

Section: Inferential Comprehension Improvementcontrasting

confidence: 82%

“…Previous researchers demonstrated improvements in answering multiple-choice or open-ended comprehension questions similar to the present study with the RAP strategy (Ellis & Graves, 1990;Hagaman et al, 2012;Hagaman & Reid, 2008;Katims & Harris, 1997;Lauterbach & Bender, 1995;Lee & Von Colln, 2003). Of those studies, only the Hagaman and Reid and Hagaman and colleagues' studies addressed positive treatment effects for both literal and inferential questions.…”

Section: Cognitive Strategies and Literal Comprehensionsupporting

confidence: 80%

“…In addition to these problems, students with LD do not develop their own reading strategies, especially in the area of reading comprehension, and do not know how to adjust their reading to aid comprehension (Antoniou & Souvignier, 2007) Cognitive strategy instruction has been effective for improving both elementary and secondary students with LD reading comprehension (Faggella-Luby & Deshler, 2008;Swanson & Orosco, 2013). In this approach, students are taught to monitor their own reading comprehension through the use of such techniques as questioning, summarizing, mental imagery, story grammar, and paraphrasing (Pressley & Woloshyn, 1995).…”

mentioning

confidence: 99%

“…Schumaker et al (1984) found that students improved their reading comprehension 36% after learning RAP. It also has been effective for increasing reading skills for adolescents in middle school and high school with and without LD (Ellis & Graves, 1990;Hagaman & Reid, 2008;Katims & Harris, 1997;Lauterbach & Bender, 1995;Lee & Von Colln, 2003). Hagaman, Casey, and Reid (2012) found the RAP strategy increased reading comprehension of third grade students who were fluent readers but experienced difficulty with comprehension.…”

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confidence: 99%

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RAP: A Reading Comprehension Strategy for Students with Learning Disabilities and Concomitant Speech-Language Impairments or ADHD

Kemp¹

2017

JET

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Students with learning and language disabilities and those with attention deficit hyperactivity disorder (ADHD) frequently struggle with reading comprehension. The purpose of this study was to investigate the efficacy of a paraphrasing cognitive strategy that consists of read, ask, put (RAP) on reading comprehension. In addition, the maintenance effects two months after treatment for three students with learning disabilities either concomitant speech-language impairmenst or ADHD was also studied. Read, ask, put was taught using the Strategic Intervention Model (SIM). A multiple baseline design across participants was used with three fourth grade students with learning disabilities. Results indicated the use of RAP had a positive effect on reading comprehension with the most substantial gains for inferential comprehension questions. Two months after intervention, all three students either maintained gains in reading comprehension from baseline or continued to improve their reading comprehension during maintenance.

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Section: Inferential Comprehension Improvementcontrasting

confidence: 82%

Section: Cognitive Strategies and Literal Comprehensionsupporting

confidence: 80%

mentioning

confidence: 99%

mentioning

confidence: 99%

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RAP: A Reading Comprehension Strategy for Students with Learning Disabilities and Concomitant Speech-Language Impairments or ADHD

Kemp¹

2017

JET

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“…Ellis and Graves (1990) taught upper elementary and middle school (grades 5-7) students to ask themselves, "What is the main idea of the paragraph?" and to state the main ideas in prose passages in the ir own words.…”

Section: Main Idea Instructionmentioning

confidence: 99%

Reading Comprehension Instruction for Students with Learning Disabilities

Jitendra¹,

Gajria²

2011

Exceptional

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Effective Strategies for Developing Reading Comprehension

Gajria

Jitendra

2016

Literacy Studies

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This chapter focuses on instructional strategies for improving reading comprehension of students with learning disabilities (LD). It discusses the nature of reading comprehension and highlights comprehension diffi culties experienced by students with LD. This discussion is followed by a selective overview of the research on cognitive and metacognitive strategies, with a focus on components of effective instruction gleaned from the research on reading comprehension. Keywords Reading comprehension • Reading strategies • Cognitive strategy instruction • Metacognition • Learning disabilities Effective Strategies for Developing Reading ComprehensionReading comprehension has been defi ned as "the process of simultaneously extracting and constructing meaning through interaction and involvement with written language" (Shanahan et al., 2010 , p. 5). Considered as the "essence of reading" (Durkin, 1993 ), reading comprehension is a complex task that involves processing at multiple levels. To comprehend text, readers must interact with the words, sentences, paragraphs, and larger discourse units (e.g., whole text). They must do more than simply interpret what is explicitly stated in the text. In order to learn in the content areas and achieve academic success, it is critical that students be purposeful in their reading. Purposeful reading entails planning, selecting, and using appropriate strategies to effectively engage with the text, connecting prior knowledge to new information, and simultaneously monitoring understanding. Many students with LD consistently experience problems in comprehending text. Although the group of students with diffi culties in reading comprehension is diverse, some general characteristics of this group include problems in identifying main ideas and supporting details, asking questions, paraphrasing text, predicting information, drawing inferences, and recalling textual ideas (Gajria, Jitendra, Sood, & Sacks, 2007 ;Gersten, Fuchs, Williams, & Baker, 2001 ). Creating a summary or gist of the main ideas of a text is also diffi cult for many students as they struggle to differentiate important ideas from unimportant details and have trouble ignoring extraneous information (Gajria & Salvia, 1992 ). Moreover, they experience difficulty in understanding expository text patterns and using text structure knowledge to guide encoding and retrieval of academic concepts (Williams & Pao, 2013 ).These challenges are not necessarily rooted in discrepant language experiences or decoding skills that are not automatic, but may be infl uenced by insuffi cient prior knowledge. Students may lack the requisite schema or background knowledge to draw inferences essential to comprehending a text (Kendeou & van den Broek, 2007 ), or in some cases may fail to activate it despite having the relevant schema (Elbro & Buch-Iversen, 2013 ). Working memory capacity is also critical for reading comprehension as it holds new information and allows the reader to connect it with prior knowledge to construct a representation ...

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Teaching Rural Students with Learning Disabilities: A Paraphrasing Strategy to Increase Comprehension of Main Ideas

Cited by 45 publications

References 11 publications

RAP: A Reading Comprehension Strategy for Students with Learning Disabilities and Concomitant Speech-Language Impairments or ADHD

RAP: A Reading Comprehension Strategy for Students with Learning Disabilities and Concomitant Speech-Language Impairments or ADHD

Reading Comprehension Instruction for Students with Learning Disabilities

Effective Strategies for Developing Reading Comprehension

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