A Multiple Strategy Framework Supporting Vocabulary Development for Students with Reading Comprehension Deficits

Autor/in	Woolley, Gary
Titel	A Multiple Strategy Framework Supporting Vocabulary Development for Students with Reading Comprehension Deficits
Quelle	In: Australasian Journal of Special Education, 34 (2010) 2, S.119-132 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1030-0112
DOI	10.1375/ajse.34.2.119
Schlagwörter	Reading Comprehension; Reading Difficulties; Learning Problems; Economically Disadvantaged; Vocabulary; Learning Strategies; Short Term Memory; Decoding (Reading); Vocabulary Development; Inferences; Teaching Models; Teaching Methods; Reading Instruction; Special Education; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Leseverstehen; Reading difficulty; Leseschwierigkeit; Lernproblem; Wortschatz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kurzzeitgedächtnis; Dekodierung; Wortschatzarbeit; Inference; Inferenz; Lehrmodell; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausland; Australien
Abstract	Poor comprehenders are generally students who have significant language-learning deficits. A particular problem for students with poor comprehension is that they have difficulty learning new vocabulary because they are inclined to read less, and are unable to apply new meanings to unfamiliar words. This leads to the situation where the gap widens between them and their more successful peers, resulting in more noticeable reading difficulties in later grades. They generally have good word decoding skills but have difficulty connecting meaning to unfamiliar words in context. This is often problematic because they have particular difficulties making inferences and forming a coherent mental model of what they have read. However, effective vocabulary instruction can be achieved by the incorporation of an intervention framework that balances the teaching of word-learning strategies with strategies fostering whole story integration. This article introduces a pedagogical construct based on a modified KWL framework using a combination of evidence-based visual and verbal instructional methods, in conjunction with the development of metacognitive and self-regulating strategies. The implication is that the cognitive load on working memory will be reduced and overall story comprehension will be improved when a well-constructed pedagogical framework is utilised to enhance the acquisition of new vocabulary during reading. (As Provided).
Anmerkungen	Australian Academic Press. 32 Jeays Street, Bowen Hills, Queensland 4500, Australia. Tel: +61-7-3257-1176; Fax: +61-7-3253-5908; e-mail: aap@australianacademicpress.com.au; Web site: http://www.australianacademicpress.com.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10