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ERIC Number: EJ1155679
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2325-565X
The Effects of Blended Text-Processing and Linguistic Comprehension Interventions among Struggling Middle-School Readers
Barth, Amy E.; Vaughn, Sharon; McCulley, Elisabeth V.
International Journal for Research in Learning Disabilities, v2 n2 p2-17 2015
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. [This paper is based on the William M. Cruickshank Memorial Lecture delivered at the 2015 Conference of the International Academy for Research in Learning Disabilities.]
International Academy for Research in Learning Disabilities. e-mail: ijrld@bc.edu; Web site: http://www.iarld.com/home/the-journal-thalamus
Publication Type: Journal Articles; Speeches/Meeting Papers; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Identifiers - Location: Texas
IES Funded: Yes
Grant or Contract Numbers: R305F100013|K08HD06854501A1