Using Elements of a Screenplay to Promote Visualization and Increase Reading Comprehension in Secondary Students with High Incidence Disabilities

Autor/in	Dunn, Lori Ann C.
Titel	Using Elements of a Screenplay to Promote Visualization and Increase Reading Comprehension in Secondary Students with High Incidence Disabilities
Quelle	In: Reading & Writing Quarterly, 37 (2021) 5, S.395-412 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dunn, Lori Ann C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2020.1839611
Schlagwörter	Visualization; High School Students; Students with Disabilities; Reading Comprehension; Teaching Methods; Films; Reading Instruction; Story Reading; Scripts; Special Education; Learning Disabilities; Student Attitudes; Reading Attitudes; Program Effectiveness + Suchen Sie Ihr Suchwort? Visualisation; Visualisierung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Disability; Disabilities; Behinderung; Leseverstehen; Teaching method; Lehrmethode; Unterrichtsmethode; Film; Leseunterricht; Skript; Special needs education; Sonderpädagogik; Sonderschulwesen; Learning handicap; Lernbehinderung; Schülerverhalten; Reading behavior; Rading behaviour; Leseverhalten
Abstract	The 2017 National Assessment of Education Progress (NAEP) findings indicate that only 37% of the nation's twelfth graders are at or above proficiency in reading and the average reading score for students with disabilities is under the basic skill level. Consequently, high school teachers are faced with developing targeted interventions to address their limited reading skills. An effective response may be to enhance students' visualization as they read and interact with text, motivating them to make meaning. Students with high incidence disabilities (e.g., attention deficits, learning disabilities) can often be confused by text structure and experience difficulty creating mental images in order to engage with the text. Additionally, it is difficult to motivate reluctant readers to read texts without pictures. Based on the facets of transactional theory and dual coding theory, this descriptive pilot study explored promoting visualization in order to increase reading comprehension in students with disabilities. In a three-week intervention, ten high school students with high incidence disabilities learned to identify seven elements of a screenplay in various movies. They were guided in identifying the visual features in the movies that corresponded with each element. They subsequently practiced using mental imagery, to identify the same elements in literature of increasing complexity using plot diagrams. Findings indicated students visualized more and were able to identify elements within the text structure. Comprehension results were mixed, based on response format. Implications for reading comprehension are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01