Teaching Reading Comprehension to Students with Learning Difficulties PDF
Preview Teaching Reading Comprehension to Students with Learning Difficulties
Teaching Reading Comprehension to Students with Learning Difficulties WHAT WORKS FOR SPECIAL-NEEDS LEARNERS Karen R. Harris and Steve Graham Editors Strategy Instruction for Students with Learning Disabilities Robert Reid and Torri Ortiz Lienemann Teaching Mathematics to Middle School Students with Learning Difficulties Marjorie Montague and Asha K. Jitendra, Editors Teaching Word Recognition: Effective Strategies for Teaching Students with Learning Difficulties Rollanda E. O’Connor Teaching Reading Comprehension to Students with Learning Difficulties Janette K. Klinger, Sharon Vaughn, and Alison Boardman Teaching Reading Comprehension to Students with Learning Difficulties Janette K. Klingner Sharon Vaughn Alison Boardman SeriesEditors’NotebyKarenR.HarrisandSteveGraham THE GUILFORD PRESS New York London ©2007TheGuilfordPress ADivisionofGuilfordPublications,Inc. 72SpringStreet,NewYork,NY10012 www.guilford.com Allrightsreserved Exceptasindicated,nopartofthisbookmaybereproduced,translated,storedinaretrieval system,ortransmitted,inanyformorbyanymeans,electronic,mechanical,photocopying, microfilming,recording,orotherwise,withoutwrittenpermissionfromthePublisher. PrintedintheUnitedStatesofAmerica Thisbookisprintedonacid-freepaper. Lastdigitisprintnumber: 9 8 7 6 5 4 3 2 1 LIMITEDPHOTOCOPYLICENSE Thesematerialsareintendedforuseonlybyqualifiedprofessionals. The Publisher grants to individual purchasers of this book nonassignable permission to reproduceallmaterialsforwhichphotocopyingpermissionisspecificallygrantedinafoot- note.Thislicenseislimitedtoyou,theindividualpurchaser,forusewithyourownclients orstudents.Itdoesnotextendtoadditionalprofessionalsinyourinstitution,schooldistrict, orothersetting,nordoespurchasebyaninstitutionconstituteasitelicense.Thislicense doesnotgranttherighttoreproducethesematerialsforresale,redistribution,oranyother purposes(includingbutnotlimitedtobooks,pamphlets,articles,video-oraudiotapes,and handoutsorslidesforlecturesorworkshops).Permissiontoreproducethesematerialsfor theseandanyotherpurposesmustbeobtainedinwritingfromthePermissionsDepartment ofGuilfordPublications. LibraryofCongressCataloging-in-PublicationData Klingner,JanetteK. Teachingreadingcomprehensiontostudentswithlearningdifficulties/JanetteK.Klingner, SharonVaughn,AlisonBoardman. p.cm.—(Whatworksforspecial-needslearners) Includesbibliographicalreferencesandindex. ISBN-13:978-1-59385-446-1ISBN-10:1-59385-446-3(pbk.:alk.paper) ISBN-13:978-1-59385-447-8ISBN-10:1-59385-447-1(cloth:alk.paper) 1. Readingcomprehension—Studyandteaching. 2. Reading—Remedialteaching. I. Vaughn,Sharon,1952– II. Boardman,Alison. III. Title. LB1050.5.K542007 371.9′04447—dc22 About the Authors JanetteK.Klingner,PhD,isanassociateprofessorattheUniversityofColoradoat Boulder.Beforeearningherdoctorateinreadingandlearningdisabilitiesfromthe University of Miami, she was a bilingual special education teacher for 10 years in California and Florida. Dr. Klingner is a co-principal investigator for the National Center for Culturally Responsive Educational Systems, a technical assistance cen- terfundedtoaddressthedisproportionaterepresentationofculturallyandlinguis- tically diverse students in special education, and recently was an investigator for theCenteronPersonnelStudiesinSpecialEducation.Todate,shehasauthoredor coauthored 49 journal articles, 9 books (some edited), and 14 book chapters. Dr. Klingner’s research interests include reading comprehension strategy instruction fordiversepopulations,overrepresentationofculturallyandlinguisticallydiverse students in special education, and special education teacher quality. She is past CoeditoroftheReviewofEducationalResearchandanAssociateEditoroftheJournal of Learning Disabilities. In 2004 Dr. Klingner received the American Educational Research Association’s Early Career Award for outstanding research. Sharon Vaughn PhD, holds the H. E. Hartfelder/Southland Corp. Regents Chair inHumanDevelopmentattheUniversityofTexasatAustinandhasservedasthe Editor in Chief of the Journal of Learning Disabilities and the Coeditor of Learning Disabilities Research and Practice. She has received the American Educational Re- search Association’s Special Education Special Interest Group Distinguished Researcher Award and has written numerous books and research articles that address the reading and social outcomes of students with learning difficulties. Dr. v vi AbouttheAuthors Vaughn is currently the principal investigator or co-principal investigator on sev- eralInstituteofEducationSciences,NationalInstituteofChildHealthandHuman Development,and Office of Special Education Programs research grants investi- gating effective interventions for students with reading difficulties and students who are English language learners. Alison Boardman, PhD, is an adjunct professor at the University of Colorado at Boulder, where she teaches undergraduate- and graduate-level courses in special education and educational psychology. She works with school districts and state departmentsacrosstheUnitedStatestoplanandimplementeffectiveprofessional development in reading. Dr. Boardman is also a consultant for the Vaughn Gross CenterforReadingandLanguageArtsattheUniversityofTexasatAustin,where she is involved in curriculum development, technical assistance, and research for projects that focus on students with reading difficulties. Her research interests includestrugglingreaders,providingeffectiveprofessionaldevelopment,andcol- laboration among general education and special education teachers, and she has published research articles on these topics in leading journals. Dr. Boardman also has many years of experience as a special education teacher in elementary and middle schools. Series Editors’ Note A fter their 8-year-old daughter carefully studied the sign in front of Space MountainatDisneyWorldwarningridersaboutthespeedoftherollercoaster,her parents were surprised when she informed them that she would not go on this ride. The year before, she had read the words on the sign out loud, but rode the rollercoaster repeatedly and talked about nothing else for days. Even though her parentsencouragedhertogowithherbrothersandsisters,shesteadfastlyrefused, declaring, “This year, I know what the words on the sign say!” This story illustrates a simple but powerful fact—reading the words correctly isnotenough;youhavetounderstandwhattheysay.Infact,younotonlyneedto understandwhattheysaybutalsomustbeabletogobeyondtheliteralmeaningof the text, think critically about the message, appreciate what the author is trying to say, and understand when you do not understand. Unfortunately, too many chil- dren experience difficulty mastering these fundamental reading processes and skills.TeachingReadingComprehensiontoStudentswithLearningDifficultiesbyJanette K.Klingner,SharonVaughn,andAlisonBoardmantacklesthisproblemheadonby providing teachers and other practitioners with validated instructional techniques for teaching reading comprehension to students with learning difficulties. This book is part of the What Works for Special-Needs Learners series. This series addresses a significant need in the education of students who are at risk, thosewithdisabilities,andallchildrenandadolescentswhostrugglewithlearning or behavior. Researchers in special education, educational psychology, curriculum andinstruction,andotherfieldshavemadegreatprogressinunderstandingwhat works for struggling learners, yet the practical application of this research base vii viii SeriesEditors’Note remains quite limited. This is due in part to the lack of appropriate materials for teachers,teachereducators,andinserviceteacherdevelopmentprograms.Booksin this series present assessment, instructional, and classroom management methods with a strong research base and provide specific “how-to” instructions and exam- ples of the use of proven procedures in schools. TeachingReadingComprehensiontoStudentswithLearningDifficultiespresentsin- structional techniques and activities that are scientifically validated, moving from how to assess reading comprehension to teaching students how to flexibly and effectively use multiple comprehension strategies. These evidence-based practices provideteacherswiththetoolstheyneedtoensurethatalloftheirstudentsmaster the process involved in understanding, evaluating, appreciating, and acquiring newknowledgefromwhattheyread.Aninvaluableresourceforpractitioners,this bookisalsosuitableforuseinreadingmethodscoursesandcourseworkinthearea of learning disabilities and reading disabilities. Futurebooksintheserieswillcoversuchissuesasvocabularyinstruction,self- determination, social skills instruction, writing, working with families, academic instructionforstudentswithbehavioraldifficulties,andmore.Allvolumeswillbe as thorough and detailed as the present one and will facilitate implementation of evidence-based practices in classrooms and schools. KAREN R. HARRIS STEVE GRAHAM Preface W hen reading is effortless, which is likely the case for those reading this pref- ace, it is difficult to imagine what it might be like to read print and not be able to understand it or say much about it afterward. Although we might occasionally encounter text with which we are unfamiliar or in which we are uninterested and therefore have reduced comprehension, it is difficult for us to imagine what it would be like to experience these same challenges with all material that we read. Yet, we have all taught many students who lack understanding of whatever they read, and we struggle with ways to increase their reading and comprehension skills. Thisbookisforallteacherswhoteachstudentswhostrugglewithunderstand- ingandlearningfromtext.Weenvisionthatteacherswillusethisbooktohelpstu- dents develop a love for the “world of imagination” as well as for the learning through text that can happen only when they truly comprehend what they read. From a very early age, children enjoy listening to books being read by others and discussing what they think might happen next or how a story connects to their lives. In these early phases they acquire important strategies and develop compe- tenciesthatwillhelpthemwithreadingcomprehensionlater.Evenintheprimary grades,whenstudentsarelearninghowtoidentifywordsandaredevelopingbasic reading skills, teachers also attend to their students’ reading comprehension. As studentsdevelopproficiencywithbasicreadingskills,teachersshifttheiremphasis tohelpingstudentsdevelopreadingcomprehensionstrategiesandbecomeincreas- ingly sophisticated readers of a variety of texts for a multitude of purposes. The comprehension practices described in this book provide effective instruc- tion to all students, including those who require additional support. Increasing ix
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