Inclusion Instructional Strategies

1. Inclusion Instructional Strategies Reading Comprehension Grades 5-7 By: Sharon Lenhart Heidi Raitt Jo Lynne Cady

2. Language Arts Descriptor 1C - Students who meet the standard can comprehend a broad range of reading materials. Examples: • Ask and respond to open-ended questions • Identify the author's controlling idea/thesis • Interpret concepts or make connections through analysis, evaluation, inference, and/or comparison

3. Accommodations • Explicitly teach strategies for different reading materials (i.e., fiction, non-fiction) • Practice reading/discussing various materials in class (news articles, essays) • Utilize cooperative groups to read and discuss articles • Explicitly teach figurative language terms • Debate contrasting opinion articles in class

4. Accommodations Cont. • Formulate questions prior to reading; answer them after reading • Extra-credit for reading and summarizing newspaper and magazine articles or short stories • Practice identifying the main idea for various styles of writing • Create reading buddies to read and discuss material • Provide the same book/novel written at various reading levels

5. Modifications • Quiz or test students on fewer questions related to the text. • Simplify visual aids and require the student to learn less material. • Allow students to list the characters of a story instead of the “big ideas”. • Allow students to prepare a book cover instead of a book report. • Allow students to prepare a poster instead of a research paper.

6. International Reading Association Newark, DE 19714 Tel: (302) 731-1600 www.reading.org Professional literacy association Direct Instruction Reading Text By Douglas W. Carnine Publisher – Merrill Prentice Hall LinguiSystems, Inc. East Moline, IL 61244 www.linguisystems.com Teaching Materials Jamestown Education Columbus, OH 43216 www.jamestowneducation.com Teaching Materials PCI Education San Antonio, TX 782265 www.SpecialEd.net Teaching Materials Teacher Resources

7. Tips For Parents • Read with your child and discuss the “big ideas”. • Subscribe to a magazine your child has an interest in and discuss the articles together. 3. Read and discuss the newspaper with your child. 4. Build a library in your own home. 5. Take your child to the library and let them sign up for their own library card.

8. Tips for Parents, cont. 6. Readaloud to your children whatever their ages. 7. Stimulate discussion by asking open-ended questions that do not have right or wrong answers, but instead, invite thinking and learning: “How do you feel about…?” • Model thinking about what you read by stopping to discuss a key point.

9. Research Gersten, R., Fuchs, L.S., Williams, J.P., Baker,S., (1998 Summer). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research 71(2), 279-320. • Reviewed20 years of reading comprehension research • Narrative and expository text interventions • School age children with LD

10. Research, cont. • Best Practices: - narrative- story grammar (story Maps) - expository – teaching multiple strategies vs. one strategy - multiple strategies seem to boost transfer of comprehension across materials • Future Research - student characteristics and amount of modeling required - multiple strategy instruction and transfer across materials

11. Research Jitendra, A., Hoppes, M., & Xin, Y., (2000). Enhancing Main Idea Comprehension for Students with Learning Problems: The Role of a Summarization Strategy and Self-Monitoring Instruction. The Journal of Special Education, 34(3), 127-139. • 18 students (experimental group), 15 students (control group) / middle school • Small group instruction, taught a main idea strategy, and self-monitoring procedure • Results indicated students in the experimental group out performed the control group in recalling main ideas and maintained usage of the strategy over time.

12. Research Salembier, G., (1999). SCAN and RUN: A reading comprehension strategy that works. Journal of Adolescent & Adult Literacy, 42(5), 386-394. • 95 eighth grade students (low, average, high achievers, and students with LD and E/BD disorders) • Strategy used with expository text • Results: Prior to strategyhomework scores, mean of 65% 8 weeks after strategy, mean of 84% Prior to strategy test & quiz scores, mean of 72% 8 weeks after strategy, mean of 86%

13. Special Organizations International Reading Association http://www.reading.org Reading Is Fundamental http://www.rif.org

14. Technology Online web sites with free literacy games http://www.Funschool.com http://www.StarFall.com Reading Realities At-Risk Series Software Reading Concepts Software PCI Education PCI Education “Real-life” situations teach Builds skills in inference, reading comprehension skills factual recall, fact or opinion, and drying conclusions

15. Web Site Evaluation http://www.Readingquest.org • Developed by Raymond C. Jones • Assistant Professor at Wake Forest Univ. • Provides reading comprehension strategies and sites that support each particular strategy • Lists strategies (KWL, Graphic Organizers that we have learned at NIU) • Good Web Site

16. Web Site Evaluation http://www.literacy.uconn.edu • Developed by Dr. Donald Leu and Julie Coiro • Includes links to literacy sites, including instruction in KWL, SQ3R, and the Cloze procedure • Provides links to research and literacy journals • Can search by grade level • Provides links to materials and curricula for multiple literacy subjects • Good Web Site

17. Web Site Evaluation http://abcteach.com/directory/reading comprehension/ • No reference to research • Purpose: Access to worksheet printouts • Can only use the site if you are a member • Annual fee for membership • No information on when it was last updated • Not a good Web Site

18. Success is to be measured not so much by the position that one has reached in life as by the obstacles which he has over come Quote by: Booker T. Washington