The Effects of a Paraphrasing and Text Structure Intervention on the Main Idea Generation and Reading Comprehension of Students with Reading Disabilities in Grades 4 and 5

Autor/inn/en	Stevens, Elizabeth A.; Vaughn, Sharon; House, Lexy; Stillman-Spisak, Stephanie
Titel	The Effects of a Paraphrasing and Text Structure Intervention on the Main Idea Generation and Reading Comprehension of Students with Reading Disabilities in Grades 4 and 5
Quelle	In: Scientific Studies of Reading, 24 (2020) 5, S.365-379 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stevens, Elizabeth A.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2019.1684925
Schlagwörter	Teaching Methods; Reading Comprehension; Reading Difficulties; Students with Disabilities; Elementary School Students; Grade 4; Grade 5; Reading Processes; Reading Skills; Intervention; Instructional Effectiveness; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Leseverstehen; Reading difficulty; Leseschwierigkeit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Leseprozess; Reading skill; Lesefertigkeit; Unterrichtserfolg
Abstract	This study examined the effects of a small group intervention targeting paraphrasing and text structure instruction on the main idea generation and reading comprehension of students with reading disabilities in Grades 4 and 5. Students (N = 62) were randomly assigned to receive the Tier 2-type intervention or business-as-usual instruction. Students in the intervention received 25, 40-minute lessons focused on paraphrasing sections of text by identifying the main topic and the most important idea about that topic. Students utilized the text structure organization to inform their main idea generation. Results yielded statistically significant, positive effects in favor of the intervention group on near-transfer and mid-transfer measures of text structure identification (g = 0.75) and main idea generation (g = 0.70), but no statistically significant effect on a far-transfer measure of reading comprehension. These findings provide initial support for utilizing this instruction to improve students' main idea generation on taught and untaught structures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01