Inclusion Inclusion Instructional Instructional StrategiesStrategies

Reading ComprehensionReading ComprehensionGrades 5-7Grades 5-7

By:By: Sharon Lenhart Sharon LenhartHeidi RaittHeidi Raitt

Jo Lynne CadyJo Lynne Cady

Language Arts Language Arts DescriptorDescriptor

1C - 1C - Students who meet the Students who meet the standard can comprehend a broad standard can comprehend a broad range of reading materials.range of reading materials.

Examples:Examples: Ask and respond to open-ended Ask and respond to open-ended

questionsquestions Identify the author's controlling Identify the author's controlling

idea/thesisidea/thesis Interpret concepts or make connections Interpret concepts or make connections through analysis, evaluation, inference, through analysis, evaluation, inference,

and/or comparisonand/or comparison

AccommodationsAccommodations Explicitly teach strategies for different Explicitly teach strategies for different

reading materials (i.e., fiction, non-fiction)reading materials (i.e., fiction, non-fiction) Practice reading/discussing various Practice reading/discussing various

materials in class (news articles, essays)materials in class (news articles, essays) Utilize cooperative groups to read and Utilize cooperative groups to read and

discuss articlesdiscuss articles Explicitly teach Explicitly teach

figurative language termsfigurative language terms Debate contrasting opinion Debate contrasting opinion

articles in classarticles in class

Accommodations Cont.Accommodations Cont. Formulate questions prior to reading; answer Formulate questions prior to reading; answer

them after readingthem after reading Extra-credit for reading and summarizing Extra-credit for reading and summarizing

newspaper and magazine articles or short storiesnewspaper and magazine articles or short stories Practice identifying the main idea for various Practice identifying the main idea for various

styles of writingstyles of writing Create reading buddies to read Create reading buddies to read and discuss materialand discuss material Provide the same Provide the same book/novel written at book/novel written at various reading levelsvarious reading levels

ModificationsModifications

Quiz or test students on fewer questions Quiz or test students on fewer questions related to the text.related to the text.

Simplify visual aids and Simplify visual aids and require the student to learn require the student to learn less material.less material. Allow students to list the characters of a Allow students to list the characters of a

story instead of the “big ideas”.story instead of the “big ideas”. Allow students to prepare a book cover Allow students to prepare a book cover

instead of a book report.instead of a book report. Allow students to prepare a poster instead Allow students to prepare a poster instead

of a research paper.of a research paper.

Teacher ResourcesTeacher ResourcesInternational Reading AssociationInternational Reading AssociationNewark, DE 19714Newark, DE 19714Tel: (302) 731-1600Tel: (302) 731-1600www.reading.orgwww.reading.orgProfessional literacy associationProfessional literacy association

Direct Instruction Reading TextDirect Instruction Reading TextBy Douglas W. CarnineBy Douglas W. CarninePublisher – Merrill Prentice HallPublisher – Merrill Prentice Hall

LinguiSystems, Inc.LinguiSystems, Inc.East Moline, IL 61244East Moline, IL 61244www.linguisystems.comwww.linguisystems.comTeaching MaterialsTeaching Materials

Jamestown EducationJamestown EducationColumbus, OH 43216Columbus, OH 43216www.jamestowneducatiowww.jamestowneducation.comn.comTeaching MaterialsTeaching Materials

PCI EducationPCI EducationSan Antonio, TX 782265San Antonio, TX 782265www.SpecialEd.netwww.SpecialEd.netTeaching MaterialsTeaching Materials

Tips For ParentsTips For Parents

1.1. ReadRead with your child and discuss the “big with your child and discuss the “big ideas”.ideas”.

2.2. SubscribeSubscribe to a magazine your to a magazine your child has an interest in and child has an interest in and discuss the articles together.discuss the articles together.3.3. Read Read and discuss the newspaper with and discuss the newspaper with

your child.your child.4.4. Build Build a library in your own home.a library in your own home.5.5. Take Take your child to the library and let your child to the library and let

them sign up for their own library card.them sign up for their own library card.

Tips for Parents, cont.Tips for Parents, cont.

6.6. Read Read aloud to your children whatever aloud to your children whatever their ages. their ages.

7.7. Stimulate Stimulate discussion by asking open-discussion by asking open-ended questions that do not have right or ended questions that do not have right or wrong answers, but instead, invite wrong answers, but instead, invite thinking and learning: “How do you thinking and learning: “How do you feel about…?”feel about…?”

8.8. Model Model thinking about what you read bythinking about what you read by

stopping to discuss a key point.stopping to discuss a key point.

ResearchResearchGersten, Gersten, R., Fuchs, L.S., Williams, J.P., Baker,S., R., Fuchs, L.S., Williams, J.P., Baker,S.,

(1998 (1998 Summer). Teaching reading Summer). Teaching reading comprehension comprehension strategies to students with strategies to students with learning disabilities: learning disabilities: A review of research. A review of research. Review of Educational Review of Educational Research Research 71(2), 279-320.71(2), 279-320.

ReviewedReviewed 20 years of reading comprehension 20 years of reading comprehension researchresearch

Narrative and expository text interventionsNarrative and expository text interventions

School age children with LDSchool age children with LD

Research, cont.Research, cont.

Best Practices:Best Practices:

- - narrativenarrative- story grammar (story Maps)- story grammar (story Maps)

- - expositoryexpository – teaching multiple strategies vs. one – teaching multiple strategies vs. one strategystrategy

- - multiple strategiesmultiple strategies seem to boost transfer of seem to boost transfer of comprehension across materialscomprehension across materials

Future ResearchFuture Research- - student characteristicsstudent characteristics and amount of modeling and amount of modeling

requiredrequired

- - multiple strategy instructionmultiple strategy instruction and and

transfer across materialstransfer across materials

ResearchResearchJitendra, A., Hoppes, M., & Xin, Y., (2000). Enhancing Jitendra, A., Hoppes, M., & Xin, Y., (2000). Enhancing

Main Idea Comprehension for Students with Main Idea Comprehension for Students with Learning Problems: The Role of a Learning Problems: The Role of a

Summarization Summarization Strategy and Self-Monitoring Strategy and Self-Monitoring Instruction. Instruction. The The Journal of Special Education, Journal of Special Education, 34(3), 127-139.34(3), 127-139.

18 students (experimental group), 15 students 18 students (experimental group), 15 students (control group) / middle school (control group) / middle school

Small group instruction, taught a main idea Small group instruction, taught a main idea strategy, and self-monitoring procedurestrategy, and self-monitoring procedure

ResultsResults indicated students in the experimental indicated students in the experimental group out performed the control group in recalling group out performed the control group in recalling main ideas and maintained usage of the strategy main ideas and maintained usage of the strategy over time.over time.

ResearchResearchSalembier, G., (1999). SCAN and RUN: A reading Salembier, G., (1999). SCAN and RUN: A reading

comprehension strategy that works. comprehension strategy that works. Journal Journal of of Adolescent & Adult Literacy, Adolescent & Adult Literacy, 42(5), 386-394.42(5), 386-394.

95 eighth grade students (low, average, high 95 eighth grade students (low, average, high achievers, and students with LD and E/BD achievers, and students with LD and E/BD disorders)disorders)

Strategy used with expository textStrategy used with expository text Results:Results:

Prior to strategyPrior to strategy homework homework scores, mean of 65%scores, mean of 65%8 weeks after strategy, mean of 8 weeks after strategy, mean of 84%84%

Prior to strategy Prior to strategy test & quiztest & quiz scores, mean of 72% scores, mean of 72%8 weeks after strategy, mean of 8 weeks after strategy, mean of 86%86%

Special OrganizationsSpecial Organizations

International Reading AssociationInternational Reading Associationhttp://www.reading.orghttp://www.reading.org

Reading Is FundamentalReading Is Fundamentalhttp://www.rif.orghttp://www.rif.org

TechnologyTechnologyOnline web sitesOnline web sites with free literacy games with free literacy games

http://www.Funschool.comhttp://www.Funschool.com

http://www.StarFall.comhttp://www.StarFall.com

Reading RealitiesReading Realities

At-Risk Series SoftwareAt-Risk Series Software

Reading Concepts SoftwareReading Concepts Software PCI EducationPCI Education

PCI EducationPCI Education “Real-life” situations teach“Real-life” situations teach

Builds skills in inference,Builds skills in inference, reading comprehension reading comprehension skillsskills

factual recall, fact or opinion,factual recall, fact or opinion,

and drying conclusionsand drying conclusions

Web Site EvaluationWeb Site Evaluation

http://www.Readingquest.orghttp://www.Readingquest.orgDeveloped by Raymond C. JonesDeveloped by Raymond C. JonesAssistant Professor at Wake Forest Univ.Assistant Professor at Wake Forest Univ.Provides reading comprehension Provides reading comprehension

strategies and sites that support each strategies and sites that support each particular strategyparticular strategy

Lists strategies (KWL, Graphic Organizers Lists strategies (KWL, Graphic Organizers that we have learned at NIU)that we have learned at NIU)

Good Web SiteGood Web Site

Web Site Web Site EvaluationEvaluation

http://www.literacy.uconn.eduhttp://www.literacy.uconn.edu Developed by Dr. Donald Leu and Julie CoiroDeveloped by Dr. Donald Leu and Julie Coiro Includes links to literacy sites, including Includes links to literacy sites, including

instruction in KWL, SQ3R, and the Cloze instruction in KWL, SQ3R, and the Cloze procedureprocedure

Provides links to research and literacy journalsProvides links to research and literacy journals Can search by grade levelCan search by grade level Provides links to materials and curricula for Provides links to materials and curricula for

multiple literacy subjectsmultiple literacy subjects Good Web SiteGood Web Site

Web Site EvaluationWeb Site Evaluationhttp://abcteach.com/directory/reading comprehension/http://abcteach.com/directory/reading comprehension/

No reference to researchNo reference to researchPurpose: Access to worksheet printouts Purpose: Access to worksheet printouts Can only use the site if you are a memberCan only use the site if you are a member Annual fee for membership Annual fee for membership

No information on when it was last updatedNo information on when it was last updated Not a good WebNot a good Web Site Site

Success is to be measured not so Success is to be measured not so much by the position that one much by the position that one has reached in life as by the has reached in life as by the obstacles which he has over obstacles which he has over comecome

Quote by: Booker T. WashingtonQuote by: Booker T. Washington