The differential effects of two systematic reading comprehension approaches with students with learning disabilities.
This study compared two highly dissimilar approaches for teaching students to determine character motive when reading three types of narrative text. The three text types used were textually explicit, textually implicit, and scriptually implicit. The two approaches were an explicit rule-based instruction approach and a basal-reader activity-based approach. Forty students with learning disabilities were randomly assigned to either the explicit rule-based or the basal-reader activity-based instructional group. Daily instructional sessions lasted 45 minutes and were conducted for 2 weeks. The groups were evaluated on four comprehension measures: (a) daily retells of stories, (b) unit tests, (c) a transfer measure, and (d) a maintenance measure. The results suggest that rule-based instruction is superior to an activity-based approach when teaching students with learning disabilities to determine character motives irrespective of text type on short-term measures. However, there were no significant differences between the two instructional groups on the maintenance and transfer tests.
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Department of Rehabilitation and Special Education, Auburn University, Alabama 36830, USA.
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D002648:Child; D032882:Comprehension; D004519:Education, Special / Q000379:methods*; D005260:Female; D006801:Humans; D007360:Intelligence; D007859:Learning Disabilities / Q000628:therapy*; D008297:Male; D017145:Models, Educational; D010043:Outcome and Process Assessment, Health Care; D011932:Reading; D012153:Retention, Psychology; D014163:Transfer, Psychology