Ae-Hwa Kim

Graphic Organizers and Their Effects on the Reading Comprehension of Students with LD: A Synthesis of Research

Previous research studies examining the effects of graphic organizers on reading comprehension for students with learning disabilities (LD) are reviewed. An extensive search of the professional literature between 1963 and June 2001 yielded a total of 21 group design intervention studies that met the criteria for inclusion in the synthesis. Using graphic organizers (i.e., semantic organizers, framed outlines, cognitive maps with and without a mnemonic) was associated with improved reading comprehension overall for students with LD. Compared to standardized reading measures, researcher-developed comprehension measures were associated with higher effect sizes. Initial gains demonstrated when using graphic organizers were not revealed during later comprehension tasks or on new comprehension tasks.

A Synthesis of Spelling and Reading Interventions and Their Effects on the Spelling Outcomes of Students with LD

Previous research studies examining the effects of spelling and reading interventions on the spelling outcomes of students with learning disabilities (LD) are synthesized. An extensive search of the professional literature between 1995 and 2003 yielded a total of 19 intervention studies that provided spelling and reading interventions to students with LD and measured spelling outcomes. Findings revealed that spelling outcomes were consistently improved following spelling interventions that included explicit instruction with multiple practice opportunities and immediate corrective feedback after the word was misspelled. Furthermore, evidence from spelling interventions that employed assistive technology aimed at spelling in written compositions indicated positive effects on spelling outcomes.

The Effects of Reading Interventions on Social Outcomes for Elementary Students with Reading Difficulties: A Synthesis

ABSTRACT Previous research studies examining the effects of reading interventions on social outcomes for five- to twelve-year-old students with reading difficulties are synthesized. Twenty-seven studies published between 1975 and 2002 met criteria for inclusion in this synthesis. Small, positive effects for several social outcomes are summarized. Reading interventions that implemented group interactive learning situations yielded the strongest effects on social outcomes for students; however, participation in reading interventions yielded negative effects on measures of attitude. Implications for researchers and teachers regarding social outcomes from reading interventions are highlighted.

Facilitating Co-Teaching for Literacy in General Education Classrooms through Technology: Focus on Students with Learning Disabilities

In this article, studies on co-teaching for students with learning disabilities are briefly reviewed. Next, the factors affecting responsible co-teaching for students with learning disabilities are discussed, including how technology (i.e., computer-assisted collaborative strategic reading) might assist in promoting success while overcoming barriers to effective co-teaching. Specifically, four factors are reviewed with reference to technology application as a means of facilitating responsible co-teaching: preplanning and organizing, establishing goals and outcomes, linking special and general education, and ongoing evaluation.

Social Competence/Social Skills of Students with Learning Disabilities: Interventions and Issues

Publisher Summary This chapter provides an overview of social competence, and focuses on instructional methods for enhancing the social competence of students with Learning Disabilities (LDs). Addressing social incompetence of students with LDs is critical because students who experience peer rejection are at greater risk for a myriad of negative outcomes, including later adjustment difficulties, school dropout, loneliness, and juvenile delinquency. Teachers take courses that focus on teaching language arts, math, reading, and academic subjects for which they are responsible, and may even take courses on how to structure and manage behaviors in the classroom. A Social Skills Program for Adolescents (ASSET) is designed to teach adolescents the social skills they need to interact successfully with peers and adults. The programs teaching procedures are based on success, successive approximations, mastery, and multiple exemplars. Materials include videotapes of eight teaching sessions, skill sheets, home notes, and criterion checklists. A skill sheet provides the step-by-step sequence of sub skills needed to effectively implement each target skill. Step six focuses on modeling the skill itself. Videotapes model how a student can implement particular skills.