This article provides an overview of collaborative strategic reading (CSR) as an approach to enhancing the reading comprehension skills of students with learning disabilities. The following four strategies that encompass CSR are presented: Preview, Click and Clunk, Get the Gist, and Wrap-Up. Procedures for implementing CSR with collaborative groups and techniques for teaching reading comprehension skills to students with learning disabilities are provided. The role of the teacher in enhancing the implementation of CSR is described, and sample teaching vignettes are included.
Get full access to this article
View all access options for this article.
References
1.
Alfassi, M. (1998). Reading for meaning: The efficacy of reciprocal teaching in fostering reading comprehension in high school students in remedial reading classes. American Educational Research Journal, 35, 309-332.
2.
Beck, I.L., McKeown, M.G., Hamilton, R.I., & Kucan, I. (1998, Spring/Summer). Getting at the meaning. American Educator, 22(1), 66-73.
3.
Bos, C.S., & Filip, D. (1984). Comprehension monitoring in learning disabled and average students. Journal of Learning Disabilities, 17(4), 229-233.
4.
Carnine, D. (1989). Teaching complex content to learning disabled students: The role of technology. Exceptional Children, 55, 524-533.
5.
Fuchs, D., Fuchs, L.S., Mathes, P.G., & Simmons, D.C. (1997). Peer-assisted learning strategies: Making classrooms more responsive to diversity. American Education Research Journal, 34(1), 174-206.
6.
Gersten, R., Baker, M., Pugach, M., Scanlon, D., & Chard, D. (in press). Contemporary research on special education teaching. In V Richardson (Ed.), Handbook on research on teaching (4th ed.). New York: Macmillan.
7.
Goldenberg, C. (1993). Instructional conversations: Promoting comprehension through discussion. ReadingTeacher, 46, 316-326.
8.
Graham, S., & Harris, K.R. (1994). Implications of constructivism for teaching writing to students with special needs. The Journal of Special Education , 28, 275-289.
9.
Johnson, D.W., & Johnson, R.T. (1989). Cooperative learning: What special educators need to know. The Pointer, 33, 5-10.
10.
Klingner, J.K., & Vaughn, S. (1996). Reciprocal teaching of reading comprehension strategies for students with learning disabilities who use English as a second language . The Elementary School Journal, 96, 275-293.
11.
Klingner, J.K., Vaughn, S., & Schumm, J.S. (1998). Collaborative strategic reading during social studies in heterogeneous fourth-grade classrooms. The Elementary School Journal, 99(1), 3-22.
12.
Lee, O., & Fradd, S. (1998). Science for all, including students from non-English language backgrounds. Educational Researcher, 27(4), 12-21.
13.
Ogle, D.M. (1986). K-W-L: A teaching model that develops active reading of expository text. ReadingTeacher, 39, 564-570.
14.
Palincsar, A.S., & Brown, A.L. (1984). The reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction , 1, 117-175.
15.
Pikulski, J.J. (1998, February). Improving reading achievement: Major instructional considerations for the primary grades. Paper presented at the Commissioner's Second Annual Reading Conference, Austin, Texas.
16.
Pressley, M., Wharton-McDonald, R., Mistretta-Hampston, & Echevarria, M. (1998). Literacy instruction in 10 fourth- and fifth-grade classrooms in upstate New York. Scientific Studies of Reading , 2, 159-194.
17.
Rosenshine, B., & Meister, C. (1994). Reciprocal teaching: A review of the research . Review of Educational Research, 64, 476-530.
18.
Torgesen, J.K. (1981). The relationship between memory and attention in learning disabilities. Exceptional Education Quarterly , 2(3), 51-59.
19.
Vaughn, S., Moody, S., Hughes, M.T., & Reiss, M. (1998). Reading instruction in the resource room: A follow-up . Manuscript in preparation.
20.
Vaughn, S., Moody, S., & Schumm, J.S. (1998). Broken promises: Reading instruction in the resource room. Exceptional Children, 64, 211-226.
21.
Wharton-McDonald, R., Pressley, M., & Hampston, J. (1998). Literacy instruction in nine first-grade classrooms: Teacher characteristics and student achievement. The Elementary School Journal, 99(2), 101-128.
22.
Wong, B.Y.L. (1979). Increasing retention of main ideas through questioning strategies. Learning Disability Quarterly, 2, 42-47.
23.
Wong, B.Y.L., & Jones, W. (1982). Increasing meta-comprehension in learning disabled and normally achieving students through self-questioning training. Learning Disability Quarterly, 5, 228-240.
