A multiple strategy framework supporting vocabulary development for students with reading comprehension deficits

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Title A multiple strategy framework supporting vocabulary development for students with reading comprehension deficits
Author Woolley, Gary Ernest
Journal Name Australasian Journal of Special education
Year Published 2010
Place of publication Australia
Publisher Australian Academic Press
Abstract Poor comprehenders are generally students who have significant language-learning deficits. A particular problem for students with poor comprehension is that they have difficulty learning new vocabulary because they are inclined to read less, and are unable to apply new meanings to unfamiliar words. This leads to the situation where the gap widens between them and their more successful peers, resulting in more noticeable reading difficulties in later grades. They generally have good word decoding skills but have difficulty connecting meaning to unfamiliar words in context. This is often problematic because they have particular difficulties making inferences and forming a coherent mental model of what they have read. However, effective vocabulary instruction can be achieved by the incorporation of an intervention framework that balances the teaching of word-learning strategies with strategies fostering whole story integration. This article introduces a pedagogical construct based on a modified KWL framework using a combination of evidence-based visual and verbal instructional methods, in conjunction with the development of metacognitive and self-regulating strategies. The implication is that the cognitive load on working memory will be reduced and overall story comprehension will be improved when a well-constructed pedagogical framework is utilised to enhance the acquisition of new vocabulary during reading.
Peer Reviewed Yes
Published Yes
Alternative URI http://dx.doi.org/10.1375/ajse.34.2.119
Copyright Statement Copyright 2010 Australian Association of Special Education. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
Volume 34
Issue Number 2
Page from 119
Page to 132
ISSN 1030-0112
Date Accessioned 2010-11-05
Language en_US
Faculty Arts, Education and Law
Subject Special Education and Disability
URI http://hdl.handle.net/10072/35082
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

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