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| ERIC #: | ED477879 |
| Title: | Reading Comprehension Interventions That Enhance Outcomes for English Language Learners with LD, 10/01/98-09/30/02. Final Report. |
| Authors: | Vaughn, Sharon; Bryant, Diane Pedrotty |
| Descriptors: | Cooperative Learning; Elementary Education; English (Second Language); Inclusive Schools; Instructional Effectiveness; Language Minorities; Learning Disabilities; Middle School Students; Reading Comprehension; Reading Fluency; Reading Instruction; Reading Rate; Reading Strategies |
| Source: | N/A |
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| Publisher: | N/A |
| Publication Date: | 2002-09-30 |
| Pages: | 8 |
| Pub Types: | Reports - Research |
| Abstract: | This final report discusses the activities and outcomes of a project that explored the effectiveness of strategies for teaching reading comprehension to English language learners with learning disabilities who are failing to acquire the comprehension skills to learn from print. A series of studies was conducted over a 3-year period that investigated the effectiveness of: vocabulary (semantic mapping and fluency); repeated partner reading (PR); reading comprehension strategies (before, during, and after reading); and collaborative strategic reading (CSR). Students (n=171) in grades 3-6 and their teachers participated in the studies. Results indicated: (1) there were statistically significant effects for rate of reading and correct words read per minute, but not accuracy or comprehension, for both PR and CSR for both low-to-average achieving students and students with disabilities; (2) students with and without disabilities who were provided a multicomponent reading intervention including word identification, fluency (PR), and content area comprehension (CSR) instruction, improved in accuracy of oral reading and fluency; and (3) intensive reading instruction in word study, fluency, vocabulary, and comprehension with English language learners (grades 4-5) who are struggling students did not produce statistically significant results between the experimental and comparison groups. (CR) |
| Abstractor: | N/A |
| Reference Count: | N/A |
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| Note: | N/A |
| Identifiers: | N/A |
| Record Type: | Non-Journal |
| Level: | 1 - Available on microfiche |
| Institutions: | Texas Univ., Austin. |
| Sponsors: | Special Education Programs (ED/OSERS), Washington, DC. |
| ISBN: | N/A |
| ISSN: | N/A |
| Audiences: | N/A |
| Languages: | English |
| Education Level: | Elementary Education |
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