TITLE

EMBEDDED LEARNING STRATEGY INSTRUCTION: STORY-STRUCTURE PEDAGOGY IN HETEROGENEOUS SECONDARY LITERATURE CLASSES

AUTHOR(S)
Faggella-Luby, Michael; Schumaker, Jean S.; Deshler, Donald D.
PUB. DATE
April 2007
SOURCE
Learning Disability Quarterly;Spring2007, Vol. 30 Issue 2, p131
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
The effects of using the Embedded Story-Structure (ESS) Routine in a literature course were investigated. A heterogeneous group of 79 ninth graders, including 14 students with LD, were randomly assigned to one of two conditions, with instruction occurring in groups of 12 to 14 students in general education literature classes over a nine-day period. ESS instruction focused on three reading strategies: (a) student self-questioning, (b) story-structure analysis, and (c) summarizing. Instruction for the alternative condition, called comprehension skills instruction (CSI), was comprised of a package of research-based reading interventions. Statistically significant differences were found between groups in favor of the ESS Routine on measures of strategy use, story-structure knowledge, and unit reading comprehension. Moreover, results indicated equivalent gains for ESS students regardless of disability versus nondisability category.
ACCESSION #
26602346

 

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