Does the Teaching of Active Learning Strategies Improve the Reading Comprehension of Learning Disabled Students

A study examined the effects of active learning strategies; namely, visualization, questioning, and prediction, upon the reading comprehension performance of learning disabled students. Subjects were 6 12th grade resource room students. Prior to strategy instruction, students read and were tested on 3 reading selections from the literature-based curriculum for grade 12. Tests consisted of vocabulary identification, multiple choice questions, and true/false statexTptsIhstrurqion and practice incorporating active learning strategies followed the initial tests. The students were siwilarly tested on three additional selections from the curriculum. Results indicated that there was no significant difference in the reading comprehension performance of the students prior to, and following, strategy instruction. Findings suggest, however, th.:t -3tudc:nts did show effort during the phase when the strategies were taught, using high interest, modified materials. Furthermore, it should be recognized that learning disabled students benefit from frequent reinforcement of a new skill before it can be considered mastered. Adequate time and practice, combined with gradual fading of teacher support is important in providing internalization and generalization of these strategies. (Contains 4 tables of data, related research, 48 references, and preand posttest scores. (Author/CR) ***********************************-k*********************************** Reproductions supplied by EDRS are the best that can be made * from the original document. *********************************************************************** Does the Teaching of Active Learning Strategies Improve the Reading Comprehension of Learning Disabled Students? U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. By Mary Ellen Burke PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Submitted In Partial Fulfillment of the Requirements for the Master of Arts Degree Kean College of New Jersey