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Collaborative Strategic Reading for Students With Learning Disabilities in Upper Elementary Classrooms

by Vaughn, Sharon , Reutebuch, Colleen , Boardman, Alison G. , Buckley, Pamela , Klingner, Janette , Roberts, Greg

in Business students / Check Lists / Classrooms / Collaboration / Comprehension / Cooperative Learning / Diaries / Disabled students / Education / Educational Strategies / Elementary education / Elementary School Students / Elementary School Teachers / Feedback / Gates MacGinitie Reading Tests / General education / Grade 4 / Grade 5 / Grade 6 / Instructional Effectiveness / Intervention / Laws, regulations and rules / Learning / Learning Disabilities / Methods / People with disabilities / Phonics / Randomized Controlled Trials / Reading / Reading Achievement / Reading Comprehension / Reading Instruction / Reading Skills / Reading Strategies / Reading Tests / Skills / Special education / Student Characteristics / Students / Students with disabilities / Studies / Study and teaching / Teachers / Teaching / Teaching Methods / Urban Schools / Validity

2016

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Collaborative Strategic Reading for Students With Learning Disabilities in Upper Elementary Classrooms

by Vaughn, Sharon , Reutebuch, Colleen , Boardman, Alison G. , Buckley, Pamela , Klingner, Janette , Roberts, Greg

2016

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Collaborative Strategic Reading for Students With Learning Disabilities in Upper Elementary Classrooms

by Vaughn, Sharon , Reutebuch, Colleen , Boardman, Alison G. , Buckley, Pamela , Klingner, Janette , Roberts, Greg

2016

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Journal Article

Collaborative Strategic Reading for Students With Learning Disabilities in Upper Elementary Classrooms

Vaughn, Sharon,

Reutebuch, Colleen,

Boardman, Alison G.,

Buckley, Pamela,

Klingner, Janette,

Roberts, Greg

2016

Overview

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.

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Publisher

SAGE Publications,Sage Publications Ltd. (UK),SAGE PUBLICATIONS, INC

Subject

/ Cooperative Learning

/ Diaries