Improving the Reading Comprehension of Middle School Students With Disabilities Through Computer-Assisted Collaborative Strategic Reading

Abstract

This study investigated the effects of computer-assisted comprehension practice using a researcher-developed computer program, Computer-Assisted Collaborative Strategic Reading (CACSR), with students who had disabilities. Two reading/ language arts teachers and their 34 students with disabilities participated. Students in the intervention group received the CACSR intervention, which consisted of 50-min instructional sessions twice per week over 10 to 12 weeks. The results revealed a statistically significant difference between intervention and comparison groups' reading comprehension ability as measured by a researcher-developed, proximal measure (i.e., finding main ideas and question generation) and a distal, standardized measure (i.e., Woodcock Reading Mastery Test, Passage Comprehension). Effect sizes for all dependent measures favored the CACSR group. Furthermore, a majority of students expressed positive overall perspectives of the CACSR intervention and believed that their reading had improved.

Converging Recommendations for Culturally Responsive Literacy Practices: Students with Learning Disabilities, English Language Learners, and Socioculturally Diverse Learners

“…During extended talk, teachers pose cognitively challenging questions to activate higher order thinking and prompt effective vocabulary growth and reading comprehension (Apthorp, 2006;Ivey & Broaddus, 2007;Kim et al, 2006). Strategies that are based on these recommendations are cited as collaborative strategic reading (CSR) (Kim et al, 2006); instructional conversations (Goldenberg, 2013), cognitive strategy instruction (Hansfield & Jiménez, 2009); language experience approach (LEA) (Dorr, 2006); and direct and extended vocabulary instruction (Coyne et al, 2010). Such practices encourage students to process text and ideas for deeper levels of understanding, which improves comprehension, critical thinking, and overall achievement.…”

“…Recommended practices include collaborative reading 9 strategies (CSR) (Kim et al, 2006), literature circles (Medina, 2010), reciprocal teaching (Hansfield & Jiménez, 2009), peer-tutoring, book discussions, learning together through inquiry and questioning (Hansen-Thomas & Cavagnetto, 2010;Ivey & Broaddus, 2007;Mahdavi & Tensfeldt, 2013), and peer assisted learning strategies (PALS) (Mahdavi & Tensfeldt, 2013). Dialogue that centers on texts, ideas, and issues provides classroom opportunities for learners to experience others' thoughts, which allows for deliberation and critical reflection about their own and others' perspectives.…”

“…Evidence-based strategies for teaching reading in all three areas highlighted grouping structures to promote collaboration. In teaching reading and writing to students with learning disabilities (LD) and students who are English language learners (ELLs), large group instruction, small group instruction, and peer partners are instructional arrangements recommended to maximize learning potential (Anderson & Corbett, 2008;Apthorp, 2006;Barr, Eslami, & Joshi, 2012;Calderon, Slavin, & Sanchez, 2011;Coyne et al, 2010;Dorr, 2006;Facella, Rampino, & Shea, 2005;Gersten et al, 2007;Genesee, Lindholm-Leary, Saunders, & Christian, 2005;Kim et al, 2006;Mahdavi & Tensfeldt, 2013;Saunders et al, 2013). These studies explored various forms of grouping structures that enable teachers to increase instructional time and provide students opportunities to actively respond.…”

“…Several studies (Anderson & Corbett, 2008;Apthorp, 2006;Comber, 2013;Dorr, 2006;Facella et al, 2005;Goldenberg, 2013;Goldenberg, Hicks, & Lit, 2013;Kim et al, 2006;Mahdavi & Tensfeldt, 2013;Narkon & Wells, 2013;Vaughn & Edmonds, 2006) used Venn diagrams, diagrams with explicit teaching of concepts, timelines, sketches, flowcharts, story maps, sentence strips, graphic organizers, visuals, models, 11 drawings, diagrams, tables, pictures, realia, charts, and semantic and concept maps to represent reading material visually for students with learning disabilities, ELLs, and students from diverse cultural backgrounds to better comprehend text. Technology enhanced concept maps can be generated using software programs such as Kidspiration and Inspiration software.…”

Collaborative Strategic Reading on Multi-Touch and Multi-User Digital Tabletop Displays

“…One particular approach to teaching reading -Collaborative Strategic Readingis based on the principles of reciprocal teaching (Palincsar & Brown, 1984), which interactive dialogue (Kim et al, 2006 collaboration at all stages of the reading activity. Instruction of this kind has been associated with positive results in enhancing reading comprehension and avoiding text comprehension failure (Bremer, Vaughn, Clapper, & Kim, 2002;, 1999, 2000Klingner, Vaughn, & Schumm, 1998;Vaughn, Klingner, & Bryant, 2001).…”