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Story Grammar: Effective Literature Instruction for High School Students with Learning Disabilities.
Peer reviewedGurney, Dana; And Others – Journal of Learning Disabilities, 1990
An instructional strategy for teaching comprehension of literature was tested with seven high school students with learning disabilities. The strategy taught story grammar through use of short stories and the paradigm of modeling/guided practice/independent practice. Students showed improved story comprehension. (Author/JDD)
Descriptors: High Schools, Instructional Effectiveness, Learning Disabilities, Literature
