Work

The Effects of Blended Text-Processing and Linguistic Comprehension Interventions Among Struggling Middle-School Readers.

Year: 2015

Type: article

Abstract: Reading comprehension is an essential academic skill (Nash & Snowling, 2006; National Reading Panel, National Institute of Child Health and Human Development, 2000). Yet, among students in the eighth grade, approximately 64% of all students and 91% of students with disabilities do not read at proficient levels (National Center for Education Statistics [NCES], 2013). This suggests that when reading grade-level texts, a large percentage of middle-grade readers are not able to accurately connect important ideas in text, form inferences that integrate information in text with general knowledge of the topic, and synthesize common ideas across various texts (NCES, 2013). These data highlight the need for intensive reading interventions that explicitly teach middle-grade struggling readers how to comprehend grade-level texts and acquire content knowledge from the texts they read.

Source: International journal for research in learning disabilities

DOI: 10.28987/ijrld.v2i2.1852

Authors: Amy E Barth, Sharon Vaughn, Elisabeth V McCulley

Institutions: University of Missouri, The University of Texas at Austin

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

Funder: Eunice Kennedy Shriver National Institute of Child Health and Human Development