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The Efficacy of Reciprocal Teaching in Fostering the Reading Literacy of Students with Intellectual Disabilities
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Alfassi, Miriam; Weiss, Itzhak; Lifshitz, Hefziba – European Journal of Special Needs Education, 2009
The purpose of this study was to investigate the effects of strategy instruction on the reading literacy of students with mild and moderate intellectual disability. Students aged 15-21 with intellectual disability (n=35) participated in 24 sessions of literacy strategy instruction (experimental condition) or remedial literacy-skill acquisition-…
Descriptors: Reading Comprehension, Mental Retardation, Reading Skills, Reciprocal Teaching
The Efficacy of a Dialogic Learning Environment in Fostering Literacy
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Alfassi, Miriam – Reading Psychology, 2009
This comparative study examines the role of contextual features embedded in a dialogic environment in fostering literacy. The study, implemented by language arts teachers in a middle school setting, investigates the effectiveness of an instructional program designed to create a collaborative dialogic learning environment that imparts literacy. The…
Descriptors: Educational Objectives, Discourse Communities, Instructional Effectiveness, Literacy
Reading to Learn: Effects of Combined Strategy Instruction on High School Students
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Alfassi, Miriam – Journal of Educational Research, 2004
The author reported results of 2 sequential and interrelated studies that examined the efficacy of combining 2 models of reading strategy instruction -- reciprocal teaching and direct explanation. The studies were implemented in a high school in the Midwest. The literature documents that even mainstream high school students have serious deficits…
Descriptors: High Schools, Knowledge Level, Cognitive Processes, Reading Comprehension
Reading for Meaning: The Efficacy of Reciprocal Teaching in Fostering Reading Comprehension in High School Students in Remedial Reading Classes.
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Alfassi, Miriam – American Educational Research Journal, 1998
The effects of strategy instruction (reciprocal teaching methods) on reading comprehension were studied by comparing 53 high school students receiving strategy instruction with 22 who did not. Results indicate that strategy instruction is superior to traditional methods in fostering reading comprehension as measured by experimenter designed tests.…
Descriptors: Comparative Analysis, High School Students, High Schools, Instructional Effectiveness