The Effects of a Strategy and Sequenced Materials on the Inferential-Comprehension of Disabled Readers

Abstract

The purpose of this study was to determine whether teaching disabled readers a structured inferencing strategy using materials sequentially arranged from easy to more difficult would improve their ability to answer inferential questions. The subjects consisted of fourth and fifth grade poor readers who were randomly placed in one of four groups-strategy plus materials, strategy only, materials only, control. An analysis of covariance revealed that the strategy plus materials group scored significantly better than the other three groups on experimenter-designed inference questions. In addition, the strategy plus materials group and the materials only group scored significantly better than the control group on a standardized reading test.Results suggest that disabled readers' apparent lack of logical reasoning in answering inferential questions may exist because they do not have a successful strategy for attacking problems. Furthermore, a strategy may be enhanced by the use of materials sequentially arranged from easy to more difficult.

Exploring Dynamic Assessment as a Means of Identifying Children At Risk of Developing Comprehension Difficulties

“…Interventions addressing each of these areas have been successful at increasing children's ability to make inferences (e.g., Dewitz, Carr, & Patberg, 1987;Hansen & Pearson, 1983). In addition, we decided to use a metacognitive-oriented inference intervention that focused on selecting and using clue words to make inferences, because this type of instruction has been shown to be effective on near transfer measures of inferential comprehension within relatively short periods of time (i.e., less than 4 hours; Carnine, Kameenui, & Woolfson, 1982;Holmes, 1985;Reutzel & Hollingsworth, 1988;Winne, Graham, & Prock, 1993;Yuill & Joscelyne, 1988;Yuill & Oakhill, 1988).…”

Investigating the Effectiveness of Graphic Organizer Instruction on the Comprehension and Recall of Science Content by Students With Learning Disabilities

“…As a result of research designed to improve the reading comprehension of subjects with learning disabilities, a variety of comprehension-fostering and comprehension-monitoring techniques and strategies have been identified. A sampling of interventions include paraphrasing, finding the main idea, self-questioning, and detection of inconsistencies in text (Clark, Deshler, Schumaker, Alley, & Warner, 1984;Graves, 1986;Holmes, 1985;Jenkins, Heliotis, Stein, & Haynes, 1987;Palincsar & Brown, 1984;Wong, Wong, & Sawatsky, 1986). Numerous studies have focused on methods (i.e., adjunct aids, teaching techniques, or instructional strategies) specifically designed to improve the comprehension of expository text of students with learning disabilities.…”

Managing Resistance to Instructional Modifications in Mainstreamed Environments

“…Moreover, using radically different teaching approaches (e.g., the Fernald Approach, perceptual-motor training) with mildly handicapped students is rarely justified (Arter & Jenkins, 1979;Hammill, Goodman, & Wiederholt, 1974;Johnston, Allington, & Afflerbach, 1985;Myers, 1978). Instead, successful learning is fostered by instruction that attends to the critical details of learning, for example, size of learning units, sequencing, time on task, pacing, group structure, practice, monitoring, feedback, reinforcement schedules, and automaticity (Graves, 1987;Holmes, 1985;Johnson & Johnson, 1986;Rosenshine, 1986).…”