00boon.fm.i_xviii.indd

Adolescent Literacy

Strategies for Content Comprehension in Inclusive Classrooms

edited by

Richard T. Boon, Ph.D.

The University of Sydney Australia

and

Vicky G. Spencer, Ph.D.

George Mason University Fairfax, Virginia

Contents

1. Understanding Reading Comprehension: Challenges for Older Students with Reading Disabilities ... 1
   Lindsay J. Flynn and H. Lee Swanson
2. Promoting Comprehension and Motivation to Read in the Middle School Social Studies Classroom: Examples from a Research-Based Curriculum ... 13
   Ana Taboada Barber, Leila Richey, and Michelle M. Buehl
3. Disciplinary Literacy ... 29
   Suzanne M. Robinson
4. Using the Embedded Story Structure Routine: Disciplinary Literacy Instruction that Meets the Needs of All Adolescent Learners ... 49
   Michael N. Faggella-Luby, Sally Valentino Drew, and Yan Wei
5. Using Graphic Organizers in Secondary, Inclusive Content Classes ... 65
   Colleen Klein Reutebuch, Stephen Ciullo, and Sharon Vaughn
6. Supporting Struggling Readers in High School: A Peer-Mediated Approach ... 79
   Jessica R. Toste, Douglas Fuchs, and Lynn S. Fuchs
7. Using Mnemonics in Content Areas ... 93
   Margaret E. King-Sears and Nancy Johnson Emanuel
8. Using Collaborative Strategic Reading to Improve Comprehension ... 105
   Alison G. Boardman, Karla Scornavacco, and Janette K. Klingner
9. Using Self-Questioning, Summarizing, and Self-Monitoring to Increase Reading Comprehension ... 125
   Sheila R. Alber-Morgan and Laurice M. Joseph
10. Multicomponent Interventions for Improving Content Learning ... 141
    Asha K. Jitendra and Meenakshi Gajria
11. Integrating Technology in Content-Area Classrooms to Support Reading Comprehension ... 157
    Joseph John Morgan, Randall Boone, and Kyle Higgins

1 Understanding Reading Comprehension

Challenges for Older Students with Reading Disabilities

Content area literacy is a critical component to academic success for adolescent students. For many years, however, significantly more attention has been paid to improving the reading skills of elementary school students, neglecting the needs of older readers struggling with both basic reading skills and content knowledge acquisition.

Not all students at risk for reading deficits receive intervention early in their literacy skill development, despite the fact that early intervention is a key component to remediating reading difficulties. Many adolescent students with reading disabilities face complex challenges in content-area academics that require the integration of multiple skills.

Factors Contributing to Poor Comprehension

Several factors contribute to poor comprehension in adolescent readers:

1. Word Level Problems: Essential for accessing texts, word level reading skills, including phonological awareness and understanding morphology, are critical for comprehension.
2. Fluency Problems: Slow, labored reading decreases students’ capacities to engage in higher-order processes required for comprehending text.
3. Vocabulary Problems: Vocabulary knowledge is crucial for extracting meaning from texts. Successful vocabulary acquisition is influenced by exposure and instruction.
4. Background Knowledge Issues: Limited background knowledge can inhibit comprehension as students struggle to connect new information with existing knowledge frameworks.
5. Understanding of Text Structure: Students with reading disabilities may lack knowledge of expository and narrative text structures, affecting their ability to retrieve information effectively.
6. Inconsistent Use of Comprehension Strategies: Struggling readers may not effectively use learned strategies during reading tasks.
7. Motivation Problems: Motivation is critical for reading engagement; unmotivated students read less and face compounded challenges in comprehension.

In conclusion, comprehensive strategies that include both explicit instruction and the use of various cognitive strategies are essential for improving comprehension skills among adolescent readers struggling with learning disabilities.