Lynch School of Education

Abstracts from Teaching Exceptional Children (TEC)

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TITLE:
Self-Regulated Strategy Development Instruction for Expository Text Comprehension

VOLUME 38 ISSUE 4

AUTHOR(S):
Linda H. Mason, Pennsylvania State University
Hedda Meadan, University of Illinois at Urbana-Champaign
Laura Hedin, University of Illinois, Urbana-Champaign
Laurie Corso, University of Illinois, Urbana-Champaign

DOCUMENT TYPE: Article

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ABSTRACT:
Many students with disabilities struggle with understanding material written for classroom instruction. Students with deficits in reading, in contrast to good readers, often use simpler, less efficient reading comprehension strategies and fail to implement what strategies they do know in a fluid, controlled fashion. One approach for teaching a multi-step strategy has proven effective in improving expository reading comprehension performance of elementary students with disabilities in reading. This approach, Self-Regulated Strategy Development (SRSD) instruction for the nine-step TWA (Think before reading, think While reading, think After reading) strategy for expository reading comprehension with Science and Social Studies reading material, will be described. The performance of one 5th-grade student with a learning disability (LD) prior to and after instruction will illustrate the instructional approach.