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Comprehension Strategies for Secondary Students with Disabilities
Erica Price
Quick informational
Set up for this session
This session will focus on different research-based reading strategies from journal articles in Teaching Exceptional Children to improve comprehension skills of middle and high school students with disabilities. We will look at different ways to implement these strategies within the classroom to improve student success.
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1. Collaborative Strategic Reading: High School
“Know me for my abilities,
not my disability.”-Robert M. Mensel
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Collaborative Strategic Reading: High School (CSR:HS)
✘ CSR-HS puts together uses of strategy instruction and joint learning to advance reading understanding throughout the reading development
✘ Directed for students “reading to learn”✘ Evidence-based plans to increase student’s
capability to read text for knowledge.
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Plan for a Student with a Learning Disability (SLD) in Reading
✘ Students work with a peer✘ Complete the activities at least three times a week✘ Sessions will last about 30 minutes each✘ Students are given text on their instructional
reading level✘ Students should complete at least 16 sessions✘ Learning logs and partners need to be faded over
time
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Plan for a Student with a Moderate to Severe Disability (MSD)✘ Students work with a peer✘ Complete the activities 3 - 4 times a week✘ Sessions will last 30 - 45 minutes each✘ Students are given text on their independent
reading level (or read by a peer or technology)✘ Students should complete 16 or more sessions✘ Continue the use of the graphic organizer and
peer (or use a classroom assistant, as needed)
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Student Access
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Meaningful and Accessible Text
Student Interest and Choice
Age Appropriateness
TweenTribune by Smithsonianhttps://www.tweentribune.com/article/teen/five-false-facts-about-human-body/
Reading Content
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Introduction
Teacher introductions will last from 2-3 minutes
The teacher will explain the lesson topic to the students
The teacher will make sure the partners are ready and have the needed supplies: text and learning log
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Before Reading
✘ Discuss the reason behind the reading and the tasks the students will complete
✘ Students will preview the text ( review the title, headings, pictures, charts, or tables)
✘ Introduce 2-3 vocabulary words✘ Stimulate prior understanding using materials, such
as: pictures, demonstration, or video clip
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Vocabulary for the Student
❏ Student with a more complex needs: When introducing vocabulary words, use zero-second time delay.
Example: Read the definition. Point to and say the words. Immediately, show the correct word.
❏ Student with SLD: This student can create flash cards or write the words and definitions in the log.
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Kahoot Quiz
❏ Kahoot quiz for vocabulary
❏ https://kahoot.it/challenge/01019751?challenge-id=1e4dc5c0-049a-4037-b0e0-ed82d42d9645_1586439295897
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During Reading
Students will discuss the text with their partner: words and phrases
Peer partners may explain any portion or misunderstand text
During the reading the teacher will pause the students, partners will ask a true or false question over the reading
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Reading OptionsRead from the website using appropriate Lexile levelhttps://www.tweentribune.com/article/teen/five-false-facts-about-human-body/
Read using a story map
Read with your partner
Watch the video clip,
when provided
Video clip
After Reading
❏ Students will discuss, ask questions, and summarize what they read as a review
❏ Check for understanding with who, what, where, when, and how questions
❏ The graphic organizer will assist to identify the main idea and identify three key details
❏ Wrap-up: teacher revisits the purpose of the reading, discusses student achievements, and provides feedback on student work
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Response Board for Students with more Complex Needs
✘ Students with more significant disabilities can use a response board, instead of the log, to assist in answer questions.
✘ They will then be able to use the correct answers from the response board to write a summary:
✘ “Scientists debunked myths through science.”
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Log for Students with SLD
✘ Students will complete the learning log over the assigned reading.
✘ The logs will help students answer the main idea and details. Then use that information to write a summary.
✘ Vocabulary words and definitions can be included in the log sheet.
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*Source
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•Article name: “Reading Comprehension Strategies for High School Students with Autism Spectrum Disorder”
•Source: Teaching Exceptional Children
•Issue: November-December 2019, Vol 52, No 2, pp 88-97
Presentation template by SlidesCarnival
2. Supporting Students with Emotional and Behavior Disorders’ Comprehension and Reading Fluency
“Researchers have found that, beginning in the middle school, students with EBD have the
slowest growth in reading skills as compared with students with other high-incidence
disabilities (e.g., learning disabilities, speech and language impairments) and that, by high school,
they are often reading several grade levels below their peers.”
(Yakimowski, Faggella-Luby, Kim, & Wei, 2016)
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Deliver more explicit instructional selections for students (e.g., peer reading) to stimulate more chances for interactions and to help oral reading fluency (ORF)
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Improve student engagement and understanding
Students need to be taught how to use story-mapping graphic organizers for improvement in understanding of narrative texts
Plan to Stimulate Interactions in Literacy Activities
✘ Step 1: Preparation✘ Step 2: Implementation✘ Step 3: Building
Independence
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Step 1: Preparation
Choice:1) Determine choices that will work with
envisioned student results2) As you plan lessons, create and review the
available choices3) Explain to the students the options that are
available4) Gather student feedback to ensure that the
choices are appealing
Lesson Designing
1. Ensure the instructional procedure for the material is relevant
2. Apply research based methods for instruction3. Plan for reinforcement for the student to meet
the goal set
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Evidence-based Instructional Procedures Appropriate for Reading Text Passages
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Source: Teaching Exceptional Children; “Supporting Students with Emotional and Behavioral Disorders’ Comprehension and Reading Fluency.” Issue: July/August 2017, Vol 49, No 6, pp 391-401. Author: Justin D. Garwood, Stephen Ciullo, and Nelson Brunsting
Step 2: Implementation
✘ Silent Reading- Students with emotional behavior disabilities
(EBD) have difficulties in social situations- Students may have anxiety when dealing
with academic activities (this will give exposure and may help with the fears)
- Permits students with difficulties in reading to be involved for extended time with text
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Step 2: Implementation
✘ Repeated Reading- Increases the ORF of teenagers with EBD- This is to work on students’ decoding and
word identification- The teacher will initially read to the student
to model. Next, the student will read the text at least four times.
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Step 2: Implementation
✘ Collaborative Group- One goal is to help build students’ social
skills with their ORF- Students are assigned a role (e.g., facilitator,
time watcher, peacekeeper)- Differing ability levels need to be in each
group
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Step 2: Implementation
✘ Organized Peer Tutoring- Improves chances to answer and allows
more continued text contact- Allows students with EBD the opportunity to
better their interactions with others- Students are divided into two groups based
upon reading ability. Then, students form mixed pairs.
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Step 2: Implementation
✘ Structured Peer Tutoring- The student with the higher ability level will
read first - Change reading roles- Lower ability level student will read the
same passage- Students should change partners every
couple of days
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Source: Teaching Exceptional Children; “Supporting Students with Emotional and Behavioral Disorders’ Comprehension and Reading Fluency.” Issue: July/August 2017, Vol 49, No 6, pp 391-401. Author: Justin D. Garwood, Stephen Ciullo, and Nelson Brunsting
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Step 3: Building Independence
✘ Student choice needs to be scaffolded ✘ The teacher may prompt the students into
making selections by asking questions to the group about how to make a decision
✘ Embolden students to risk taking of unfamiliar activities to overcome anxiety
✘ Students, independently, choose their task for the day
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Story Mapping for Secondary Students
✘ Graphic organizers can improve students’ understanding of text- By actuating students’ knowledge in that
area- Brings notice to important standards-based
story elements while reading- Helps guide teacher questioning- Assists with summarizing text
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Graphic Organizers
✘ Has a specific area to write information during or after reading
✘ Provides a context for monitoring student comprehension
✘ Framework for finding important information while reading
✘ Once students know how to complete maps, teachers can monitor student understanding of story elements
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Story Map
✘ Teacher determines student learning objectives✘ Teacher selects a text that is beneficial to the
narrative skills that are required✘ Teacher screens the upcoming text✘ Teacher determines vocabulary words or proper
nouns that may cause student difficulty✘ Teacher finds or makes a story map based on
specific questions and narrative elements the student has to learn
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Preparation for Story Map
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Sample Story Map
Source: Teaching Exceptional Children; “Supporting Students with Emotional and Behavioral Disorders’ Comprehension and Reading Fluency.” Issue: July/August 2017, Vol 49, No 6, pp 391-401. Author: Justin D. Garwood, Stephen Ciullo, and Nelson Brunsting
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Sample Story Map
Source: Teaching Exceptional Children; “Supporting Students with Emotional and Behavioral Disorders’ Comprehension and Reading Fluency.” Issue: July/August 2017, Vol 49, No 6, pp 391-401. Author: Justin D. Garwood, Stephen Ciullo, and Nelson Brunsting
✘ Teacher teachers comprehension skills the map covers
✘ Teacher gives examples✘ Teacher and students chorally read each area
on the map✘ Teacher will show students how to complete a
map and explain as she completes it✘ Use guided practice for several lessons
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Implementation for Story Map
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Websites for Story Maps and Graphic Organizers
Source: Teaching Exceptional Children; “Supporting Students with Emotional and Behavioral Disorders’ Comprehension and Reading Fluency.” Issue: July/August 2017, Vol 49, No 6, pp 391-401. Author: Justin D. Garwood, Stephen Ciullo, and Nelson Brunsting
✘ The teacher support of using a story map is faded
✘ To fade, check less frequently with students during a lesson
✘ Some students may need a partially completed story map
✘ Once a student completes a story map, independently, twice, they are ready for independent practice
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Building Independence for Story Map
*Source
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•Article name: “Supporting Students with Emotional and Behavioral Disorders’ Comprehension and Reading Fluency”
•Source: Teaching Exceptional Children
•Issue: July/August2017, Vol 49, No 6, pp 391-401
Presentation template by SlidesCarnival
•Justin D. Garwood, Stephen Ciullo, and Nelson Brunsting
3. Inclusive Comprehension Strategy Instruction
“Developing even minimal reading comprehension skills leads to greater inclusion
for adolescents with ID in the general education classroom and increases employment
opportunities after high school.”(Boudreau, 2002; Burgoyne et al., 2014)
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Reciprocal Teaching
✘ Reciprocal teaching is a teaching method that encourages group problem solving through four strategies:
1. Questioning2. Clarifying3. Summarizing4. Predicating
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Teaching the 4 strategies of reciprocal teaching
✘ Gradual-release-of-responsibility instructional model- Explicit teaching/modeling
of the strategies- Guided practice- Independent practice
Explicit Strategy Instruction
Teacher describes how comprehension strategies assist people to become better readers.
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Teacher reads aloud the short text and then demonstrates the strategies of questioning, clarifying, summarizing and predicting.
Teacher demonstrates and describes each strategy using 1-2 paragraphs of text. The passage is read aloud. Methods learned on a previous day are repeated during each lesson.
Guided Practice
Students rehearse using a strategy on 1-2 paragraphs of text. The teacher gives prompts, clarifications, praise, and feedback to help students use the technique.
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Students will work together in small groups. The teacher directs the conversation about the text. The teacher prompts students to use the strategies and uses student understandings of the text to steer the discussion.
Independent Practice
✘ To keep all students engaged, they will take turns leading group discussions. The dialogue leader keeps the group moving to work through the four strategies.
✘ Roles are assigned to students in each group: predictor, questioner, summarizer, or clarifier. Each student will lead on their strategy. Motivator may also be assigned to each group.
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Independent Practice (cont)
✘ Student pairs practice the strategies by asking and answering questions.
✘ The teacher observes the groups and monitors student understanding. Then, the students will begin to monitor their own understanding.
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What to consider
✘ Selecting Texts- Accessible- Interesting- Engaging
✘ Time issues- Students with disabilities may require more
time- Improvement seen after 16-18 instructionals
sessions
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What to consider (cont)
✘ UDL- Read-aloud- Audio-assisted recordings- Graphic organizers- Cue cards- Teaching specific vocabulary words
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Reciprocal Teaching Approaches (cont)
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What do I know?
Prediction● What do I think this will be about?● What do I think will happen next?
Questions?● Who, what, where, when, why, and
how?
Clarifications● What words are new?● What sentences are confusing?
Summary● What are the main ideas?● What details support these ideas?
Source: Teaching Exceptional Children; “Inclusive Comprehension Strategy Instruction: Reciprocal Teaching and Adolescents with Intellectual Disability..” Issue: July/August 2020, Vol 52, No 6, pp 404-413. Author: Jessica B Hovland, University of Northern Colorado
Reciprocal Teaching Approaches
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Source: Teaching Exceptional Children; “Inclusive Comprehension Strategy Instruction: Reciprocal Teaching and Adolescents with Intellectual Disability..” Issue: July/August 2020, Vol 52, No 6, pp 404-413. Author: Jessica B Hovland, University of Northern Colorado
Prediction
✘ Do this before reading✘ Students create a hypotheses. Then, prove or
disprove it based on the information in the text.✘ Teach predicting by:
- Modeling reading of the title- Modeling reviewing the passage for
headings and pictures- “What do you think this will be about?”
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Questioning
✘ Students will create and ask ‘wh’ questions of their peers
✘ Students will develop 3-4 questions and work in pairs. Then, they will take turns asking their questions.
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Reciprocal teaching bookmark59
Front Back
QuestioningStart questions with:
● Who (people/animals)● Where (places)● What (things)● When (time)● Why (ways)
Use sticky notes to mark your questions.
ClarifyingWhat words are new?What sentences are confusing?
● Look for context clues● Sound out hard words● Reread or read more● Use a dictionary● Mark the spot with a sticky note to ask a peer
PredictingWhat do I think this will be about?What do I think will happen next?
Sentence starters:● I think… because…● I predict... because…● I imagine...because...
Summarizing● R: Re-read● A: Ask what is the main idea and details?● P: Put in 1-2 sentences
Sentence starters:● The most important ideas are…● This part was mostly about…● First...next...then...finally
Source: Teaching Exceptional Children; “Inclusive Comprehension Strategy Instruction: Reciprocal Teaching and Adolescents with Intellectual Disability..” Issue: July/August 2020, Vol 52, No 6, pp 404-413. Author: Jessica B Hovland, University of Northern Colorado
Clarifying
✘ Students should understand what they read✘ Reading is more than decoding words✘ Some students may need to state aloud how
they used a clarifying technique (ex. I didn’t get this word, so I…)
✘ One of the student pairs may need to act as a ‘motivator’
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Summarizing
✘ Teacher reads a passage and then will model an oral and a written summary.
✘ Teacher reads the next passage and the students work with the teacher to summarize.
✘ Students need to be able to do oral summaries before written summaries.
✘ RAP strategy
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*Source
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•Article name: “Inclusive Comprehension Strategy Instruction: Reciprocal Teaching and Adolescents with Intellectual Disability”
•Source: Teaching Exceptional Children
•Issue: July/August2020, Vol 52, No 6, pp 404-413
Presentation template by SlidesCarnival
•Jessica B. Hovland, University of Northern Colorado
