The Effects of a Paraphrasing and Text Structure Intervention on the Main Idea Generation and Reading Comprehension of Students with Reading Disabilities in Grades 4 and 5-Reference-Cited by-同舟云学术

The Effects of a Paraphrasing and Text Structure Intervention on the Main Idea Generation and Reading Comprehension of Students with Reading Disabilities in Grades 4 and 5

Published:2019-11-06 Issue:5 Volume:24 Page:365-379
ISSN:1088-8438
Container-title:Scientific Studies of Reading
language:en
Short-container-title:Scientific Studies of Reading

Author:

Stevens Elizabeth A.¹^ORCID,Vaughn Sharon²,House Lexy²,Stillman-Spisak Stephanie²

Affiliation:

1. Department of Learning Sciences, Georgia State University, Atlanta, Georgia, USA

2. The Meadows Center for Preventing Educational Risk, The University of Texas at Austin, Austin, Texas, USA

Funder

Eunice Kennedy Shriver National Institute of Child Health and Human Development

Institute of Education Sciences

Publisher

Informa UK Limited

Subject

Psychology (miscellaneous),Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10888438.2019.1684925

Reference48 articles.

1. READING COMPREHENSION OF EXPOSITORY SCIENCE MATERIAL AND STUDENTS WITH LEARNING DISABILITIES: A COMPARISON OF STRATEGIES

2. Children's Reading Comprehension Ability: Concurrent Prediction by Working Memory, Verbal Ability, and Component Skills.

3. The Cognitive and Academic Profiles of Reading and Mathematics Learning Disabilities

4. Testing and refining the direct and inferential mediation model of reading comprehension.

5. Effective Practices for Developing Reading Comprehension

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