A Good Reader Has a Plan: Helping Students With Learning Disabilities

Cahill, Gail; Govendo, Barbara

doi:10.18666/ldmj-2014-v20-i3-5886

Cited by 1 publication

(2 citation statements)

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“…Informational texts have many common features, including headings or subtitles, tables of contents, pictures and captions, diagrams, cross-sections, glossaries, and inset photos (Cahill & Govendo, 2014;Kelley & Clausen-Grace, 2010). Informational text structures are divided into two categories: descriptive texts and string-patterned texts, or texts that are affected by time (Dymock, 2005).…”

Section: Strategy One: Teach Text Features and Structuresmentioning

confidence: 99%

“…Strategy instruction was highly researched three decades ago, and there has been a shift in focus back to this practice (Vann Keer & Verhaeghe, 2005). Recent studies highlight the positive effects of direct instruction on the deeper, or close, reading of informational texts (Cahill & Govendo, 2014;Jitendra & Gajria, 2011;Wanzek et al, 2020). Students must more fully engage with text to develop greater mastery, whether they are learning how to balance a chemical equation or analyze experimental data.…”

Section: Introductionmentioning

confidence: 99%

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Beyond Reading the Text: Teaching Science Students Three Strategies for Mastering Complex Content

Cahill¹,

Govendo²

2020

JESP

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Students today are expected to read and master information from complex text in specific academic domains, such as science. Many students are ill prepared, however, to learn and study from informational text, and most content-specific teachers, although prepared to teach the content of their respective disciplines, are often not comfortable with using explicit strategies to aid student mastery. Once again, strategy instruction is being examined, and current publications have highlighted its positive effects on student learning. This paper links the teaching of science content, using active learning strategies, to a research-based, three-pronged, effective instructional framework: the teaching of specific text features and structures; the use of content enhancements; and the teaching of cognitive strategies.

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Section: Strategy One: Teach Text Features and Structuresmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%