Critical Factors in Reading Comprehension Instruction for Students

Critical Factors in Reading Comprehension Instruction for Students with Learning Disabilities: A Research Synthesis By: Woori Kim, Radhika Misquitta, and Sylvia Linan. Thompson Teaching Group: Ashley Blackwell and Erica Shelley

Why did we choose this article? Most studies on comprehension are done at the elementary age. Less is known about effective instruction for middle and high school and students with learning disabilities. � This research article took the “road less traveled” and studied middle school students with learning disabilities. � The article also offers practical ways to implement best practices in reference to the specifics of the article. �

Critical factors based on review of relevant literature 1. Instructional Methods 2. Self Monitoring 3. Components of Reading Incorporated 4. Fidelity of Instruction 5. Group Size

Two types of Instructional Methods 1. Instructional Modifications Interventions that modify content for the student to make it more accessible 2. Strategy Instruction Provides students with tools to decode text themselves

Examples of instructional modifications: Supplemental readings Video Materials Semantic mapping Cognitive Mapping Graphic Organizers Examples of strategy instructions: Teaching students strategies to find main idea, summarizing, and questioning the text Note-taking strategy **When implementing both strategies, IM and SI, studies have shown to result in improved reading comprehension in students with LD. **

Cognitive Mapping

Semantic Mapping

Graphic Organizers

Summarizing

Main Idea

Note Taking Strategy

Self-Monitoring • Definition from the article: “Self monitoring involves the active participation of students in learning and continuous engagement in activities. ” • Self Monitoring along with other reading strategies is found to be very effective.

Reading Components Incorporated 5 Essential components: 1. Phonemic Awareness 2. Phonics 3. Fluency 4. Vocabulary 5. Comprehension When providing balanced instruction, the students showed higher results when it came to comprehension. By combining the 5 essential components, the students receive a balanced reading instruction.

Fidelity of Instruction � “…. refers to whether or not the instruction was delivered or not. ” � 2 factors: › If instruction is scripted › Whether or not it was delivered by a researcher or a teacher.

Group Size � This study examined 4 group sizes in students with learning disabilities. › › Whole group (12 or more students) Instruction in groups of 6 -12 students Instruction in pairs One-on-one instruction ** results showed that individual, one-on-one instruction was most effective when analyzing post test scores.

Wrap Up Both Strategy Instruction and Instructional Modifications show positive results, but SI seemed more effective (especially when paired with self monitoring) � Focused instruction paired with balanced instruction is the most beneficial. � Whole group instruction is still effective for students with LD, but smaller groups, pairs or individual instruction results in higher comprehension � Reflect, reflect! Remember to understand why you are developing an intervention in comprehension. �

Works Cited Kim, W. , Linan-Thompson, S. , & Misquitta, R. (2012). Critical Factors in Reading Comprehension Instruction for Students with Learning Disabilities: A Research Synthesis. Learning Disabilities Research & Practice, 27(2), 66 -78.