Reading Comprehension Instruction for Secondary Students: Challenges for Struggling Students and Teachers

Mastropieri, Margo A.; Scruggs, Thomas E.; Graetz, Janet E.

doi:10.2307/1593593

Cited by 134 publications

(133 citation statements)

References 23 publications

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“…Results of intervention studies in vocabulary development with older students with reading difficulties yield positive outcomes using a variety of approaches, including mnemonics, cognitive strategy instruction, direct instruction, activity-based methods, and computer-assisted instruction (Jitendra, Edwards, Sacks, & Jacobson, 2004). Approaches that use explicit instruction combined with activities that engage students in manipulating words and word meanings (e.g., mnemonics, word associations) appear to be the most effective for increasing vocabulary and maintaining the use of the newly learned words (Mastropieri, Scruggs, & Graetz, 2003;Bryant, Goodwin, Bryant, & Higgins, 2003).Because understanding the words that are read and being able to find the meaning of unknown words is an integral part of reading comprehension, most successful approaches for reading comprehension combine vocabulary and comprehension techniques (Bauman, Edwards, Boland, Olejnik, & Kame'enui, 2003;Beck, McKeown, & Kucan, 2002). Although approaches to teaching reading comprehension can be quite varied, three features are common to most successful interventions for older students in this area.…”

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confidence: 99%

Response to intervention with older students with reading difficulties

Vaughn¹,

Fletcher²,

Francis³

et al. 2008

Learning and Individual Differences

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Addressing the literacy needs of secondary school students involves efforts to raise the achievement levels of all students and to address specifically the needs of struggling readers. One approach to this problem is to consider the application of a Response to Intervention (RTI) model with older students. We describe an approach to enhanced literacy instruction for middle school students that includes the essential components of any RTI model: universal screening, progress monitoring, and multitiered instructional service delivery. We use screening and progress-monitoring tools specifically tied to state accountability tests and a multi-tiered instructional framework that addresses the literacy needs of all middle school students, including struggling readers. Presently a large-scale, multi-site randomized trial is under way to evaluate the feasibility and effectiveness of this RTI model for middle school students. Special Issue Edited by Don Compton, Vanderbilt UniversityPublisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. NIH Public Access Response to Intervention with Older Students with Reading DifficultiesResponse to Intervention (RTI) is an approach to enhancing classroom instruction and systematically implementing more intensive interventions to meet the instructional needs of struggling learners. Fundamental to the implementation of an RTI approach are the following components: (a) accurate universal screening to assure that all students at-risk for reading difficulties are identified as early as possible, (b) valid and reliable progress monitoring to determine students' response to instruction that may vary in intensity and differentiation, and (c) multi-tiered research-based reading interventions to provide confidence that students whose response is less than expected have been provided with the most effective instruction and intervention protocols available. In addition, implementation requires knowledge about effective school and student factors that contribute to RTI models. Thus, RTI introduces instruction-driven assessments and a layered approach to instructional service delivery that begins in the classroom with all students (Tier I); supplements instruction with secondary interventions that provide greater intensity, differentiation, and time on task for some students (Tier II); and provides intensive intervention for a smaller number of students who have not benefited adequately from classroom instruction and secondary interventions (Tier III). Determination of the level of intervention needed is based on the results of progress-monitoring assessmen...

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confidence: 99%

Response to intervention with older students with reading difficulties

Vaughn¹,

Fletcher²,

Francis³

et al. 2008

Learning and Individual Differences

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“…Given that many students with LD find these expository texts more difficult to comprehend than narrative texts, learning from these content area texts poses a significant challenge for students with LD who already have reading difficulties. With each grade level, students with LD are presented with thicker and more complex text [3] that have readability levels at or above grade level [4]. This in turn leads to an ever-increasing discrepancy between the reading level of the students with LD and the readability of the text [4].…”

Section: Introductionmentioning

confidence: 99%

“…With each grade level, students with LD are presented with thicker and more complex text [3] that have readability levels at or above grade level [4]. This in turn leads to an ever-increasing discrepancy between the reading level of the students with LD and the readability of the text [4]. Therefore, students' achievement in secondary classes is greatly impacted, since students' ability to comprehend a range of complex texts is highly correlated with academic success [5].…”

Section: Introductionmentioning

confidence: 99%

“…An alternative perspective argues that these challenges are more accurately described by inefficiency rather than deficiency, meaning that although students with LD possess the required cognitive tools to process information, they tend to do so very inefficiently [8]. Many students with LD lack the information-processing skills required to comprehend complex text [9]; thus it is theorized that this breakdown occurs during strategic processing and metacognition [4].…”

Section: Introductionmentioning

confidence: 99%

“…Successful readers monitor their comprehension while they read, allowing them to make connections to prior learning and activate fix-up strategies when their comprehension breaks down [11]. Many students with LD, however, are believed to be inactive readers who may lack the metacognitive skills that their proficient reading peers have [4]. Therefore, most students with LD require academic literacy instruction throughout secondary school to successfully read required texts [12,13] with research showing that when these students are provided with explicit instruction and practice in reading, they can improve their independent reading and comprehension of text [14].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Reading Comprehension Instruction for Adolescents with Learning Disabilities: A Reality Check

Ko¹,

Hughes

2015

Education Sciences

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Abstract:Reading comprehension is a significant concern for adolescents with learning disabilities (LD), particularly in secondary schools in the United States (US) where content is taught primarily through textbooks. Surprisingly little is known about the actual reading instruction for students with LD in secondary classrooms. Thus, the purpose of this study was to examine the reading comprehension instruction in US secondary special education classrooms. Eight special education teachers in urban high schools were observed and interviewed. Findings showed that teachers implemented a number of reading comprehension practices, not all were considered "best practice". The most frequently observed practices included reading aloud, questioning, seatwork, activating prior knowledge, and using graphic organizers. Explicit instruction in how and when to use reading comprehension strategies, however, was not observed. This study reveals the extent to which evidence-based reading comprehension practices are not making their way into secondary reading classrooms and offers insight into factors that teachers state as influencing their instruction for students with LD.

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Using Intentional Pairing and Peer Tutoring during Structured Literacy Activities in Inclusion Classrooms

Alexander

2024

The Reading Teacher

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More and more students with learning disabilities and other diverse learners are placed for instruction in general education classrooms, which often leaves teachers grappling to design successful peer interactions and literacy activities to meet the needs of all learners in their classrooms. As the shift is made to align literacy instruction to the Science of Reading (SoR), it is vital for teachers to provide relevant and engaging learning opportunities for all students. In this article, several strategies are offered for intentionally pairing diverse learners and their typically developing peers to provide successful structured peer tutoring experiences during literacy activities in inclusion classrooms.

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Reading Comprehension Instruction for Secondary Students: Challenges for Struggling Students and Teachers

Cited by 134 publications

References 23 publications

Response to intervention with older students with reading difficulties

Response to intervention with older students with reading difficulties

Reading Comprehension Instruction for Adolescents with Learning Disabilities: A Reality Check

Using Intentional Pairing and Peer Tutoring during Structured Literacy Activities in Inclusion Classrooms

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