Teaching Reading Comprehension Strategies to Students With Learning Disabilities: A Review of Research

By R. Gersten, Lynn S. Fuchs, Joanna P. Williams, S. Baker. 2001

844 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/20e47cd07f737bae1f9673cdb42be3270a50e282

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In Artificial Intelligence

In Developmental and Educational Psychology

In Education

Citations in the corpus

Improving narrative skills in young children with delayed language development (2004, background): “Gersten et al. (2001) observe that ‘the positive effects of an intervention were most likely to accrue on measures closely aligned to the specific instruction provided.’”
Improving Adolescent Literacy: Effective Classroom and Intervention Practices. IES Practice Guide. NCEE 2008-4027. (2008, background): “Dole et al. (1991); Gersten et al. (2001); National Reading Panel (2000b); Paris, Lipson, and Wixson (1983); Paris, Wasik, and Turner (1991); Pearson and Fielding (1991); Pressley, Johnson et al. (1989); Pressley, Symons et al. (1989); Rosenshine and Meister (1994); Rosenshine, Meister, and Chapman…”
Building a House on Sand: Why Disciplinary Literacy Is Not Sufficient to Replace General Strategies for Adolescent Learners Who Struggle (2012, background): “Moreover, inefficient executive functions related to problems in applying strategic processing and metacognition to manage and self-regulate proficient reading behaviors negatively impact comprehension (Gersten et al., 2001).”
Reading Comprehension Instruction for Students With Learning Disabilities, 1995—2006: A Meta-Analysis (2010, positive): “…conducted of both identified studies as well as several other literature reviews concerning reading comprehension and students with LD (i.e., Gajria et al., 2007; Gersten et al., 2001; Kim et al., 2004; Mastropieri et al., 2003; Swanson, 1999; Vaughn et al., 2002; Vaughn, Gersten, et al., 2000).”
Evidence–Based Strategies for Improving the Reading Comprehension of Secondary Students: Implications for Students with Learning Disabilities (2012, background): “…instruction of text structure positively contributes to student comprehension of both narrative and ex-pository texts (Gardill & Jitendra, 1999; Gersten et al., 2001; Jitendra, Edwards, Choutka, & Treadway, 2002; Vaughn & Edmonds, 2006; Williams, Hall, & Lauer, 2004; Williams et al., 2007).”
Teaching Expository Text Structure to Young At-Risk Learners: Building the Basics of Comprehension Instruction (2004, methodology): “Because evidence indicates that the students with whom we were working, second graders at risk for academic failure, benefit from intensive as well as systematic instruction (Gersten et al., 2001), we chose to use an explicit and structured instructional model that included explanation and modeling ”
The Impact of Explicit, Self-Regulatory Reading Comprehension Strategy Instruction on the Reading-Specific Self-Efficacy, Attributions, and Affect of Students with Reading Disabilities (2006, background): “For struggling readers, directing their effort toward strategy usage results in improved reading outcomes (Gersten et al., 2001).”
Collaborative Strategic Reading (2004, neutral): “Practical Implications A great deal of evidence already exists supporting the value of comprehension strategies (e.g., Gersten et al., 2001; National Reading Panel, 2000).”