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West Ashley Library
Closed (2024 - Labor Day)
Phone: (843) 766-6635
Folly Beach Library
Closed (2024 - Labor Day)
Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
Closed (2024 - Labor Day)
Phone: (843) 883-3914
Wando Mount Pleasant Library
Closed (2024 - Labor Day)
Phone: (843) 805-6888
Village Library
Closed (2024 - Labor Day)
Phone: (843) 884-9741
St. Paul's/Hollywood Library
Closed (2024 - Labor Day)
Phone: (843) 889-3300
Otranto Road Library
Closed (2024 - Labor Day)
Phone: (843) 572-4094
Mt. Pleasant Library
Closed (2024 - Labor Day)
Phone: (843) 849-6161
McClellanville Library
Closed (2024 - Labor Day)
Phone: (843) 887-3699
Keith Summey North Charleston Library
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Phone: (843) 744-2489
John's Island Library
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Phone: (843) 559-1945
Hurd/St. Andrews Library
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Phone: (843) 766-2546
Miss Jane's Building (Edisto Library Temporary Location)
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Phone: (843) 869-2355
Dorchester Road Library
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Phone: (843) 552-6466
John L. Dart Library
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Phone: (843) 722-7550
Baxter-Patrick James Island
Closed (2024 - Labor Day)
Phone: (843) 795-6679
Main Library
Closed (2024 - Labor Day)
Phone: (843) 805-6930
Bees Ferry West Ashley Library
Closed (2024 - Labor Day)
Phone: (843) 805-6892
Mobile Library
Closed (2024 - Labor Day)
Phone: (843) 805-6909
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A Strategy Intervention to Increase the Reading Comprehension of Junior High School Students with Reading Disabilities
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- Author(s): Mothus, Trudy G.; Lapadat, Judith C.
- Language:
English- Source:
Online Submission. 2006.- Publication Date:
2006- Document Type:
Reports - Evaluative - Language:
- Additional Information
- Peer Reviewed: N
- Source: 49
- Education Level: Grade 8
Junior High Schools - Subject Terms: Junior High School Students; Grade 8; Reading Difficulties; Intervention; Reading Comprehension; Foreign Countries; Teaching Methods; Low Achievement; Reading Strategies; Program Effectiveness; Comparative Analysis; Conventional Instruction; Paragraph Composition; Writing Strategies; Student Behavior
- Subject Terms:
- Abstract: A challenge facing educators is to find ways to arrest and reverse the cumulative deficit in reading experienced by many students with learning disabilities. In this study, we evaluated the effect of a strategy intervention to increase the reading comprehension of eighth grade students with reading disabilities in intact junior high school classes (N = 98). Reading comprehension gains made by students taught a paraphrasing strategy (SIM) were compared to those of students who received conventional learning assistance (LA) and to a control group who participated in no extra intervention (No-LA). Over a year, the reading comprehension gains of students taught the paraphrasing strategy were significantly higher than those of students in LA, while attrition from the No-LA group was too high to prevent a valid comparison. Findings support the efficacy of using a strategy intervention to improve the reading comprehension of students with reading disabilities, and demonstrate that the intervention can be implemented effectively within the context of daily classroom instruction in a junior high school. The following are appended: (1) RAP of the Beaver Video (From Field Notes); (2) First Page of Bashir's Notes from the Breaver RAP; and (3) First Page of Bashir's Essay from the Beaver RAP. (Contains 6 tables.)
- Abstract: Author
- Number of References: 72
- Publication Date: 2006
- Accession Number: ED490965
- Peer Reviewed:
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