Great suggestions! Thank you. And it's worth repeating that strategy
instruction has lots of research support with individuals who have LD.
To me that suggests that anyone who, as an adult, still has limited
reading comprehension (regardless of whether there's a formal diagnosis)
could probably benefit.

 

________________________________

From: familyliteracy-bounces at nifl.gov
[mailto:familyliteracy-bounces at nifl.gov] On Behalf Of
Geriteaches22963 at aol.com
Sent: Tuesday, February 05, 2008 7:51 PM
To: familyliteracy at nifl.gov
Subject: [FamilyLiteracy 975] Comprehension monitoring

 

Comprehension is the sole objective of reading.  In order to arrive at a
level of comprehension, many levels or facets (intertwined) of reading
need to be developed.  Students who have difficulty comprehending should
be informally assessed to determine areas less developed while enhancing
listening comprehension opportunities.  Many of the comprehension
suggestions discussed in this forum work well for all students including
LD.  I have found gaps, primarily with less developed vocabulary, so I
teach a variety of context clues strategies.  Later, these strategies
aid in monitoring comprehension.

 

For passage comprehension monitoring, one of my favorite strategies was
developed by the University of Kansas...Paraphrasing Strategy, RAP,where
students Read a paragraph, Ask what the paragraph is about (main idea)
and, Put the main idea and details in their own words.  This strategy
has been researched with adolescents with Learning Disablities, and I
have found it successful in my classroom.  

 

Geri Hayden

Virginia Department of Correctional Education

Special Education Coordinator

 





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