Collaborative strategic reading for students with learning disabilities in upper elementary classrooms

• Autores: Alison G. Boardman, Sharon Vaughn, Pamela Buckley, Colleen K. Reutebuch, Greg Roberts, Janette K. Klingner
• Localización: Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 82, Nº. 4, 2016, págs. 409-427
• Idioma: inglés
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• Dialnet Métricas: 2 Citas
• Resumen

  • Sixty fourth- and fifth-grade general education teachers were randomly assigned to teach Collaborative Strategic Reading (CSR; Klingner, Vaughn, Boardman, & Swanson, 2012), a set of reading comprehension strategies, or to a business-as-usual comparison group. Results demonstrate that students with learning disabilities (LD) who received CSR instruction in their general education classrooms—approximately 2 times each week over a 14-week period—made significantly greater gains in reading comprehension than students with LD in comparison classrooms (g = .52). Teachers in CSR classrooms were also more likely to provide feedback to students and to use collaborative grouping structures.