Joanna P. Williams

Comprehension of students with and without learning disabilities: identification of narrative themes and idiosyncratic text representations

In an interview organized around the comprehension of a story adapted from a natural text and the identification of story theme, adolescent students with learning disabilities (LDs) performed below the level of same-age students without learning disabilities (NDs) and at the same level as younger students without learning disabilities (YNDs) matched on standardized reading comprehension scores. However, on 1 sensitive measure of theme identification (incipient awareness of theme), the LDs scored below the YNDs as well. The LDs also made more idiosyncratic importations during their summarizing and discussing of the story, and such importations were associated with poorer theme identification

Teaching Cause—Effect Text Structure Through Social Studies Content to At-Risk Second Graders

This study evaluated the effectiveness of a comprehension program integrated with social studies instruction designed for at-risk second graders. The program included instruction in cause—effect text structure, emphasizing clue words, generic questions, graphic organizers, and the close analysis of specially constructed cause—effect target paragraphs. This program was compared (a) to a content-only program that focused only on social studies and did not include text structure instruction and (b) to a no-instruction control. Fifteen classroom teachers, randomly assigned to treatment, provided the instruction. The program improved the comprehension of instructional cause— effect texts, and there were transfer effects on some comprehension measures. The performance of the 2 instructed groups did not differ on any of the content measures, indicating that such integrated instruction can be accomplished without a loss in the amount of content acquired. This study supports our previous findings on the effectiveness of explicit instruction at the primary-grade level.

Phonemic Analysis and How It Relates to Reading

If a list was made of the half-dozen most promising new techniques in reading instruction, phonemic analysis training would surely be among them. This months Topical Review provides an excellent introduction to this area because it not only places emerging concerns about the phonemic segmentation and blending skills of children into a broad historical context, but it alos presents the most useful research on the subject. Research evidence on this topic is of two different types. First, there is evidence that children who have difficulty learning to read also show marked difficulties in analyzing the phonological structure of speech. Second, a number of studies have shown that training children to be more aware of the phonemic segments in words can help them in learning to read. This area provides a nice example of the useful ways that basic research conducted in laboratory settings and more applied studies conducted in the classroom can converge to provide useful information about the nature and treatment of learning disabilities.—J.K. T.

Teaching Expository Text Structure to Young At-Risk Learners: Building the Basics of Comprehension Instruction

Expository text is often neglected in the elementary school curriculum even though most of the reading that children do in school is of that type. Most of the research that demonstrates the importance of text structure in reading comprehension and the benefits that accrue from instruction in text structure deals with children at or above the 4th grade. This research literature, reviewed briefly, provides the basis for the work that is described in this article, which involves younger children. First, a study is presented that demonstrates that children are sensitive to text structure, and therefore would benefit from instruction, as early as 2nd grade. Second, a new instructional program is described that focuses intensively on one specific expository structure, compare and contrast. Finally, the results of a study that evaluates the effects of the program are described.

Students with severe learning disabilities can learn higher order comprehension skills

An instructional program designed to help middle-school students with severe learning disabilities learn about story themes, and focused on enhancing ability to generalize to themes not included in the instruction, was evaluated. Ten small-group special education classrooms were randomly assigned to receive either the Theme Identification Program or a series of lessons with a traditional instruction framework. The program classrooms scored higher on concept of theme, identification of instructed themes, application of instructed themes to real-life situations, and identification of themes that were not included in the instruction. These findings indicate that students with severe learning disabilities can profit from instruction geared toward abstract higher order comprehension when it is designed according to their particular instructional requirements.

An Instructional Program in Comprehension of Narrative Themes for Adolescents with Learning Disabilities.

These studies describe and evaluate an instructional program designed to help students with learning disabilities learn about the concept of theme, identify themes in stories, and apply themes to real life. Subjects were fifth- and sixth-grade nondisabled students and students with mild learning disabilities (Study 1) and seventh and eighth graders with more severe disabilities (Study 2). In both studies, the program improved comprehension of theme and identification of a specific theme that had been used in instruction. Instructed students were more successful on both measures than students who received no instruction (Study 1) or traditional instruction (Study 2). Applying a theme to real-life situations and identifying and applying themes not included in instruction were more difficult tasks—especially for Study 2 students. However, these students did show improvement on recall of story detail. These findings indicate that even students with severe disabilities can profit from instruction focused on abstract, higher order comprehension when it is geared to their particular instructional requirements.

Teaching Elementary School Students To Identify Story Themes.

An instructional program focused on story theme was administered to 2nd and 3rd graders (high-, average-, and low-achieving students, including some with disabilities) in a high-poverty school. Compared with more traditional instruction, the program improved theme comprehension and the identification of instructed themes when they appeared in new stories. However, the program did not help students apply a theme to real-life situations or identify and apply noninstructed themes. Findings indicated that at-risk children (at all achievement levels, including those with disabilities) were able to achieve some degree of abstract, higher order comprehension when given instruction that combined structured lessons, a strategy, and discussion.

Readers' social desirability and text that violates social values : Evidence of an interaction

Seventy-two 9th graders read paragraphs and predicted the probable course of action for the main character. In some paragraphs, the characters preferred course of action violated social values; in others, it did not. The students were given V. C. Crandall, V. J. Crandall, and W. A. Katkovskys (1965) Social Desirability Questionnaire; school records provided reading comprehension scores. Prediction scores increased with reading level, and they were lower on paragraphs that violated social values than on paragraphs that did not. Students with higher social desirability concerns had relatively more difficulty with paragraphs that violated social values than with paragraphs that did not; this effect was independent of reading level. Thus, affective characteristics of text can strongly influence comprehension, and such characteristics do not influence all students to the same degree.

Book Reviews: STERNBERG, R. J. (1985). Beyond IQ: A Triarchic Theory of Human Intelligence. Cambridge, England: Cambridge University Press, Paperback,

A very precise, currrent introduction to the field of gifted education is presented by John Feldhusen. The mood of the book is set when he covers topics of ability, self-concept, motivation and creativity. Emphasis is placed on what is needed to develop a &dquo;gifted&dquo; individual, and on what program designs and models are appropriate. As stated in chapter one, &dquo;Ultimately, the goal for the gifted and talented, and of our efforts to help them, is to develop a sense of the pursuit of excellence in all performances and endeavors.&dquo; This book is the collection of thoughts, ideas and models which the authors believe are necessary for developing programs for the gifted and talented. A comprehensiue model for gifted education: research, dissemination, demonstration is presented as the basis of the text. The model includes information on appropriate theoretical bases, program designs and models, the gifted individual and what is needed for facilitation. The remainder of the book covers these topics in-depth for the reader. Of importance to administrators is the chapter on key administrative concepts in gifted program development. Many well developed ideas are presented which can be useful in analyzing present programs and for developing new programs. Toward Excellence in Gifted Education is a synthesis of the field of gifted education at this time from the point of view of six educators who are highly involved in the area. I recommend the book for administrators and teachers who are seeking an over-all understanding of the field of gifted education. Chapters are thoroughly developed and well-researched. As a guide, many ideas and concepts can be incorporated into existing programs which will strengthen and enhance their effectiveness as we strive toward excellence for thil fd and talented. —reviewed by George T. Betts, Director, Center for the Education and Study of the Gifted, Talented and Creative, University of Northern Colorado.