Basic HTML Version
• sentences
– total number per page
– whether the sentences are controlled (ie pattern repeated) and predictable
• pictures
– can assist with meaning
– can provide additional information not conveyed in the written text
• print layout
– return sweep required
– print size
– use of regular print and direction (conventional layout).
Learning strategies for comprehension
Learning strategies for comprehension include (Rose 2006):
• summarising
• student-generated questions
• story maps
• semantic and graphic organisers
• metacognitive strategies
• teacher questioning.
Some learning strategies (below) also include instructional scaffolding to support students
in using the strategy.
Summarising a section of text, or a short text
(Carnine et al 2010)
Purpose:
Summarising assists students to identify and connect main ideas, remove
unnecessary information and focus on the key concepts. Summarising assists students
to remember what they have read (Curriculum Corporation 2005).
Instructional scaffolding: procedural prompts
1 Preview the text, look for any headings, subheadings and/or graphics/pictures.
2 Read the text.
3 Re-read the text in ‘chunks’ and list the key points in your own words.
4 Read the listed points and delete less important points.
5 Combine related points in a single sentence.
6 Re-read the points.
7 Combine more related points into sentences.
8 Order points logically to create a paragraph.
9 Write a summary paragraph.
Student-generated questions
Purpose:
Generating questions and seeking answers to the questions assists students to
comprehend the text and integrate the information with their existing knowledge structures.
Instructional scaffolding: modelling
The teacher models how to generate questions at different
using ‘think aloud’.
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Support Materials for Students with Special Education Needs
English K–6
R
eading
IMPLEMENTATION