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Running head : READING COMPREHENSION 1 Reading Comprehension and Students with Learning Disabilities
| Content Provider | Semantic Scholar |
|---|---|
| Author | Nunez, Egleevelyn |
| Copyright Year | 2016 |
| Abstract | Elementary students with learning disabilities typically demonstrate difficulty in reading and reading comprehension. The purpose of this study is to explore the use of graphic organizers and their effects on improving students reading and reading comprehension. Statement of the Problem Elementary students who are labeled as learning disabled (LD) typically demonstrate difficulties in the area of reading (Fletcher, Lyon, Fuchs, & Barnes, 2007; Gersten, Fuchs, William, & Baker, 2001; Wade, Boon, & Spencer, 2010). Elementary school teachers spend much of their time implementing different interventions to remediate the gap in the students' reading achievement. Struggling readers are required to participant in high stakes tests alongside their peers who may be proficient readers. They are also expected to complete the same reading classwork and homework reading assignments. For struggling readers, this presents an obstacle that becomes increasingly difficult as reading content and vocabulary become more complex in upper elementary grades. Purpose and Research Questions Is it possible that graphic organizers improve a students' reading comprehension? Does the reliability of a graphic organizer differ on who is generating the graphic organizer? The studies reviewed have clearly indicated systematic approached to adhere to the deficiencies of struggling readers and the use of graphic organizers. Students who are struggling readers may have difficulty applying metacognitive strategies while reading. Some areas of difficulty include: (a) making inferences, (b) combining READING COMPREHENSION 3 words with ideas, and (c) tracking of understanding of what is being read (Gambrell, 2004). Gambrell (2004) suggests that these three areas (i.e. making inferences, combining words, and tracking understanding) should be evaluated in order to better understand the struggle that young readers endure during their growth. Many researchers argue that children's environment has an influence on their ability to overcome reading difficulties. Reading comprehension is a key component in a student's development. Perhaps, most importantly, for elementary aged students as they begin to learn to read. The basic ability to retell a story to a classmate, to ask/use questions related to a problem or even more an emphasis in learning how to generate information from a text is fundamental in children's academic growth. The developmental growth described by Woolley (2006) clearly defined the crucial aspect of students relating to other with an exchange of verbal cognitive information. The study described struggling readers as poor decoders with lack of conscious for others communication efforts. When a child is a poor reader, studies shows that the he or she begins to struggle with self-esteem and suffer from lack of motivation (Fletcher, Lyon, Fuchs, & Barnes, 2007). Woolley (2006) also described struggling readers as clustering readers. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://digitalcommons.fiu.edu/cgi/viewcontent.cgi?article=1549&context=sferc |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
