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Current State of the Evidence: Examining the Effects of Orton-Gillingham Reading Interventions for Students with or at Risk for Word-Level Reading Disabilities
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Stevens, Elizabeth A.; Austin, Christy; Moore, Clint; Scammacca, Nancy; Boucher, Alexis N.; Vaughn, Sharon – Exceptional Children, 2021
Over the past decade, parent advocacy groups led a grassroots movement resulting in most states adopting dyslexia-specific legislation, with many states mandating the use of the Orton-Gillingham approach to reading instruction. Orton-Gillingham is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive approach to…
Descriptors: Reading Instruction, Reading Strategies, At Risk Students, Reading Difficulties
Collaborative Strategic Reading for Students with Learning Disabilities in Upper Elementary Classrooms
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Boardman, Alison G.; Vaughn, Sharon; Buckley, Pamela; Reutebuch, Colleen; Roberts, Greg; Klingner, Janette – Exceptional Children, 2016
Sixty fourth- and fifth-grade general education teachers were randomly assigned to teach Collaborative Strategic Reading (CSR; Klingner, Vaughn, Boardman, & Swanson, 2012), a set of reading comprehension strategies, or to a business-as-usual comparison group. Results demonstrate that students with learning disabilities (LD) who received CSR…
Descriptors: Grade 4, Grade 5, Elementary School Teachers, Reading Strategies
Teaching Children to Identify the Main Idea of Expository Texts.
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Williams, Joanna P. – Exceptional Children, 1986
When 11-year-old learning disabled students who were two years behind in reading participated in an instructional program emphasizing comprehension of main ideas using basic categorization and classification skills, there was a significant and substantial improvement in reading comprehension and ability to write sentences containing the main idea…
Descriptors: Classification, Cognitive Psychology, Elementary Education, Learning Disabilities
Improving Reading Comprehension by Using Paragraph Restatements.
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Jenkins, Joseph R.; And Others – Exceptional Children, 1987
Elementary learning disabled students (N=32) were assigned to a control group or to an experimental group trained to use a comprehension monitoring strategy wherein important paragraph ideas were restated as they read. Restatement training improved comprehension not only under conditions matching the training task, but also those demanding…
Descriptors: Elementary Education, Learning Disabilities, Paragraphs, Reading Comprehension
Metacognitive Strategy Instruction.
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Palincsar, Annemarie Sullivan – Exceptional Children, 1986
Effective metacognitive instruction uses such procedures as "reciprocal high teaching" in which junior students take the teacher role and lead a dialog on text meaning. Components of successful metacognitive strategy instruction are: selecting useful and teachable strategies; informing learners of purpose; transfering control from teacher to…
Descriptors: Cognitive Psychology, Junior High Schools, Learning Strategies, Metacognition
Strategy Usage among Deaf and Hearing Readers.
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Andrews, Jean F.; Mason, Jana M. – Exceptional Children, 1991
Fifteen students read expository texts and filled in deleted words and phrases. The five deaf high school youths reported using similar strategies as hearing elementary school youths and hearing reading-disabled high school youths, but deaf readers more often relied on rereading and background knowledge, whereas hearing readers more often used…
Descriptors: Cloze Procedure, Context Clues, Deafness, Elementary Education