Engaging the text: Reciprocal teaching and questioning strategies in a scaffolded learning environment

In the area of reading comprehension, students with learning disabilities and their teachers have one thing in common: while they have both learned effective strategies, they may be unable to bring these strategies into play. For students with learning disabilities, the process of decoding words requires so much effort that they are often unable to approach text strategically to construct its meaning, in spite of having been taught helpful strategies. Likewise, many teachers are acquainted with labor-intensive strategies that have been shown to be successful in helping students, but they simply do not have the time or resources to implement these strategies consistently. This three-year directed research project (1998-2001) investigated whether there are better classroom tools available to support students with learning disabilities in becoming strategic readers. By combining promising strategies with supportive technologies not usually found in classrooms, CAST was able to assess whether this combination creates a better environment for both teaching and learning.

Author: 
Dalton, B. Pisha, B., Eagleton, M., Coyne, P., & Deysher, S.
Year: 
2001
Source: 
Final report to the U.S. Department of Education. Peabody, MA: CAST.
Type: 
Related Research
Content Area: 
reading
IDEA Disability Category: 
emotional disturbance
major-other health impairment
specific learning disability
speech or language impairment
Instructional Support: 
opportunities to learn concepts