School Response to Reading Failure: Instruction for Chapter 1 and Special Education Students in Grades Two, Four, and Eight

Allington, Richard L.; McGill‐Franzen, Anne

doi:10.1086/461590

Cited by 111 publications

(61 citation statements)

References 23 publications

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“…Such strategies have often proved to be a distinct improvement over earlier types of comprehension instruction (Allington and McGill-Franzen 1989), which focused excessively on short pieces of text and the identification of details, sequences of events, and other particular features in those fragments, rather than on the whole text and its overall meaning (Dole, Williams, Osborn, Bourassa, Bartisias, Greene, and Terry 1998). However, these unstructured strategies present a real challenge to special educators.…”

Section: Introductionmentioning

confidence: 99%

Improving the comprehension of disabled readers

Williams

1998

Ann. of Dyslexia

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Students with learning disabilities (LD) often have difficulty compre-hending what they read. Although reading comprehension problems frequently are associated with inadequate word recognition, students also have difficulties related to comprehension itself--a passive approach to the reading task, insensitivity to text structure, and poor metacognitive skills. The reading and language arts curricula that have emerged from today's constructivist paradigm can pose problems for these students. Whereas the new curricula emphasize personal interpretations of text and relatively unstructured teaching strategies, students with LD do well with explicit, highly structured instruction. This paper introduces an instructional program designed to teach students with serious learning disabilities how to identify a story theme, and how to relate it to their own real-life experiences. The program focused on understanding a text as a whole, and integrating text meaning with concepts and experiences that are personally meaningful, goals shared by a constructivist approach. At the same time, the program incorporates the explicit, structured instruction that these students also need. A study to evaluate the program's effectiveness is described, as are current efforts to refine the program to promote transfer of comprehension strategies.

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Section: Introductionmentioning

confidence: 99%

Improving the comprehension of disabled readers

Williams

1998

Ann. of Dyslexia

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“…Though the amount of reading instruction in SE classrooms has been found, in many cases, to be low (Haynes and Jenkins 1986), where reading instruction in SE classrooms was systematically observed, it was found to consist of an inordinate amount of ineffective seatwork (Allington and McGill-Franzen 1989). Seatwork, or worksheet time (as teachers, children, and parents usually call it), as described by Shannon (1995), typically consists of practice activities on discrete parts of language, as even a cursory glance at a basal workbook will confi rm.…”

Section: Alanmentioning

confidence: 99%

Point–Counterpoint: Can Special Education and General Education Get Along?

Wasburn-Moses

Frager

2009

The Educational Forum

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“…Transfer of information, skills, and strategies from one setting to another (e.g., Chapter 1 reading room back to the general education classroom) is often difficult for native-English-speaking students (Allington & McGill-Franzen, 1989;Prawat, 1992), especially those with learning disabilities (Anderson-Inman, Walker, & Purcell, 1984;Carnine, 1991;Harris & Pressley, 1991).…”

Section: Focus On Exceptional Children September 1994mentioning

confidence: 99%