Improving Reading Comprehension for Adolescents with Language and Learning Disorders

Autor/inn/en	Hall-Mills, Shannon; Marante, Leesa; Tonello, Breanna; Johnson, Lauren
Titel	Improving Reading Comprehension for Adolescents with Language and Learning Disorders
Quelle	In: Communication Disorders Quarterly, 44 (2022) 1, S.62-71 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hall-Mills, Shannon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/15257401211031463
Schlagwörter	Reading Comprehension; Adolescents; Middle School Students; Learning Disabilities; Reading Instruction; Reading Improvement; Students with Disabilities; Text Structure; Instructional Materials; Intervention; Instructional Effectiveness; Word Recognition; Outcomes of Education + Suchen Sie Ihr Suchwort? Leseverstehen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Learning handicap; Lernbehinderung; Leseunterricht; Disability; Disabilities; Studentin; Behinderung; Textstruktur; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Unterrichtserfolg; Worterkennung; Lernleistung; Schulerfolg
Abstract	The present case study illustrates the use of explicit text structure intervention for expository reading comprehension with three adolescents with language learning disabilities (LLD). We investigated whether it was feasible to provide direct instruction on the identification of signal words that denote compare-contrast relations between concepts, the purpose and nature of expository text structures, and the use of graphic organizers to assist in retell of target passages and compare-contrast text comprehension. The intervention was effective in improving participants' text structure identification, signal word recognition, and comprehension of compare-contrast text. This preliminary case study demonstrates that a short-term text structure intervention is feasible and can benefit adolescents with LLD who struggle with expository reading comprehension. Implications for clinical and educational services and future directions for research are provided. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01