CHAPTER 6: Reading Comprehension Strategies for Teaching Learners with Special Needs Tenth Edition Edward A. Polloway James R. Patton Loretta Serna Jenevie W. Bailey Developed by: Jenevie W. Bailey

Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved 6-2 Goal of Reading Comprehension Making Meaning

Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved 6-3 Students with Special Needs May struggle with: Understanding content Abstract constructs Complex concepts The nature of textual material Decoding unfamiliar words Lack background and experiences Do not use comprehension strategies

Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved 6-4 Key concepts associated with comprehension Principal Components and Levels Types of Text Structure Phases of the Reading Process

Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved 6-5 Principal Components 5 Essential areas of Reading Instruction (NRP, 2000) 1. Phonemic awareness 2. Phonics instruction 3. Fluency instruction 4. Vocabulary instruction 5. Text comprehension 2 Components of Reading Comprehension 1. Word knowledge 2. Text comprehension

Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved 6-6 Types of Text Structure Forms Narrative text Expository text Phases Before Reading During Reading After Reading

Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved 6-7 Assessing Reading Comprehension Formal Instruments Allow for comparisons with other students of similar age or grade level The results are reported as percentiles, grade or age equivalents, or standard scores.

Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved 6-8 Assessing Reading Comprehension Informal Measures Curriculum-based measures Reading inventories Running Record Retelling Think-alouds Comprehension Rubrics

Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved 6-9 Word Knowledge Strategies – Practices to support Vocabulary Instruction/Learning & Comprehension (NRP, 2000) ○ Vocabulary instruction leads to improved comprehension. ○ Computers can be effective tools for supporting vocabulary development. ○ Learning vocabulary before reading the text. ○ Repeated exposure and a structure that supports the use of new vocabulary. ○ Substituting easier words for more difficult ones for low-achieving readers Elementary Level

Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved 6-10 Reading Comprehension Strategies Teacher-directed Questioning Strategies Student-directed Questioning Strategies Peer-mediated Strategies Graphic-Aid Strategies Fluency Strategies Oral Reading Elementary Level

Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved 6-11 Peer-Mediated Strategies Useful in meeting student’s individual reading needs when students exhibit a variety of reading levels Collaborative Strategic Reading (CSR) Reciprocal teaching Student-generated questions Peer-mediation Take turns leading small group discussions Elementary, Middle, and Secondary Level

Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved 6-12 Graphic-Aid Strategies Visually display information to assist in organization and comprehension can help students with special needs Story frames Semantic mapping Story grammar strategies Cognitive maps Framed outlines Elementary, Middle, and Secondary Level

Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved 6-13 Basal Reading Approach Benefits – Repetition of basic vocabulary – Can be modified for individual needs – Sequential, detailed, developmental – Could be used to assess reading level – Taught through direct instruction Critiques Reduce motivation if same stories are used repeatedly Limit creativity Will not meet all needs May not have books available to follow students’ interests Not a complete reading program, must supplement Definitions: a series of books or stories written at different difficulty levels Elementary Level

Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved 6-14 Language Experience Approach (LEA) Includes the oral skills (thinking & speaking) children possess to build their reading and writing skills Benefits Children read what they say, adult writes what they say Word lists from their own oral stories Children read and write about their own experiences Highly motivating Critique Lacks the developmental structure of basal approach Not a complete reading program, must supplement Must accompany systematic instruction in skills for students with special needs Elementary Level

Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved 6-15 Whole Language & Literature-Based Approaches Benefits that support learning for students with special needs Taught thematically, integrated across content areas, integrating language skills Focus on meaning and comprehension Good literature, Familiar and real texts, predictable texts, big books Critiques for students with special needs Lacks systematic, sequential, developmental presentation of reading skills and levels Less explicit instruction Students progress is not closely monitored Large-group instruction and student-initiated Elementary Level

Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved 6-16 Whole Language & Literature-Based Approaches Benefits that support learning for students with special needs Students learn at their own pace Print rich environment Anxiety may be lessened, self- esteem enhanced Able to incorporate material that is current and reflects diversity of student interests Projects to evaluate learning Critiques for students with special needs Research of it’s effectiveness is limited, primarily qualitative Reading material provided may be at a higher reading level Elementary Level

Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved 6-17 Questioning Strategies Teacher Asks questions before, during, and after reading a passage Model questions and strategies, to activate prior knowledge Typically tests students’ comprehension but doesn’t teach comprehension strategies Types: Factual/literal, inferential, critical thinking, creative Directed reading/thinking activity (DRTA) Student Questions students ask themselves, make predictions and check for accuracy Self-monitoring strategies to monitor comprehension Self-regulated comprehension strategies Promotes self-efficacy Students take an active role in their own learning Activate background knowledge Elementary Level

Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved 6-18 Middle and Secondary Level Problem areas Growing Achievement Gap Years of failure and an expectancy for more failure Disengagement from school Dropping out Need instruction in both decoding and comprehension

Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved 6-19 Methods for Addressing Students’ Needs at the Middle and Secondary Level High-Interest Low-Difficulty (HILD) Books Diverse books that follow the interests of individual students Use of popular literature Graphic organizers for content areas Teach students strategies for comprehension (REACH)

Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved 6-20 Methods for Addressing Students’ Needs at the Middle and Secondary Level Direct, explicit instruction Extended time for literacy Comprehension monitoring Cooperative learning Peer-mediated strategies