Journal Entry 13 – Coursework Example
Journal Entry 13: Evidence-Based Practices for Improving Reading Comprehension of Narrative Text Journal entry 13 What Are The Evidence-Based Practices for Improving Reading Comprehension of Narrative Text?
Students with learning disabilities improve reading comprehension if they focus on important aspects of texts. Emphasis on explicit instruction related to text structure, is an evidence-based practices for improving reading comprehension of narrative text, which places a focus only on important things (Williamson, Carnahan, Birri, and Swoboda, 2014, pg. 2). Text enhancements such as graphic organizers are also a useful practice that results in positive reading comprehension outcomes. In addition, cognitive strategy instruction is an effective reading comprehension intervention (Williamson, Carnahan, Birri, and Swoboda, 2014, pg. 3). For students with ASD, reciprocal questioning helps in reading comprehension.
Reciprocal questioning, in which three elementary-aged boys were taught how to complete a story map after reading, presented quick and long-lasting positive effects on reading comprehension (Williamson, Carnahan, Birri, and Swoboda, 2014, pg. 3). Explicit teaching of text patterns was useful for adolescent students with high-functioning ASD, and it significantly improved their reading comprehension of science text. The use of multiple text patterns such as compare–contrast text structure strategy, cause-effect, and description are other evidence-based practices that have shown improved reading comprehension (Williamson, Carnahan, Birri, and Swoboda, 2014, pg. 3).
In summary, comprehension means the ability of a student to understand a reading or narrative text. Through integration of social cognition, students become better equipped to enjoy the benefits of the practices and stay on course. Skilled professionals must first construct meaning from text and learn to coordinate this panoply of evidence-based practices before applying intervention strategies to improve reading comprehension for students with learning disabilities (Duke, Pearson, Strachan and Billman, 2011, pg. 82).
Duke, P., Pearson, D., Strachan, S., and Billman, A. (2011). Chapter 3: Essential Elements of
Fostering and Teaching Reading Comprehension.
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Williamson, P., Carnahan, C., Birri, N., and Swoboda, C. (2014). Improving Comprehension of
Narrative Using Character Event Maps for High School Students with Autism Spectrum Disorder. The Journal of Special Education. DOI: 10.1177/0022466914521301.