Accommodating Remedial Readers in the General Education Setting: Is Listening-while-Reading Sufficient to Improve Factual and Inferential Comprehension?

Autor/inn/en	Schmitt, Ara J.; Hale, Andrea D.; McCallum, Elizabeth; Mauck, Brittany
Titel	Accommodating Remedial Readers in the General Education Setting: Is Listening-while-Reading Sufficient to Improve Factual and Inferential Comprehension?
Quelle	In: Psychology in the Schools, 48 (2011) 1, S.37-45 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20540
Schlagwörter	Reading Difficulties; Special Needs Students; Remedial Reading; General Education; Reading Comprehension; Grade 6; Grade 7; Grade 8; Reading Ability; Educational Technology; Academic Support Services; Reading Strategies; Silent Reading; School Psychologists + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Sonderpädagogischer Förderbedarf; Leseförderung; Allgemein bildendes Schulwesen; Allgemeinbildung; Leseverstehen; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Reading competence; Lesekompetenz; Unterrichtsmedien; Reading strategy; Leselernstufe; Lesetechnik; Stilles Lesen; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule
Abstract	Word reading accommodations are commonly applied in the general education setting in an attempt to improve student comprehension and learning of curriculum content. This study examined the effects of listening-while-reading (LWR) and silent reading (SR) using text-to-speech assistive technology on the comprehension of 25 middle-school remedial readers. Participants were provided three grade-level passages, each with 10 comprehension questions (5 factual, 5 inferential) after SR and also after LWR using the assistive technology. Conditions were counterbalanced across participants. No significant differences were found between LWR and SR total, factual, or inferential comprehension, even after controlling for participant reading ability. Discussion focuses on implications of these findings for reading comprehension theory and school psychologists, study limitations, and directions for future inquiry. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10