Graduate Research Papers
Availability
Open Access Graduate Research Paper
Keywords
Attention-deficit-disordered children--Education; Reading comprehension--Study and teaching;
Abstract
Inference-making is a necessary component of reading comprehension. Many attention deficit students have shown some degree of reading comprehension deficiencies. Due to the nature of their disability – staying focused, sticking to a task, and noticing details – inference-making may be difficult for them.
This article suggests that by modifying and enhancing existing teaching methods and strategies, the instructional needs of ADD/ADHD students would be met. It offers some lesson and teaching modifications that have shown to be helpful in this author's experience.
When teachers are aware of the characteristics and limitations of students with an attention deficiency, they can make the modifications in their lessons and teaching methods meet the educational and instructional needs of these students. These students can then master the inference-making skills needed to improve their reading comprehension.
Year of Submission
1998
Degree Name
Master of Arts in Education
Department
Department of Curriculum and Instruction
First Advisor
Dale D. Johnson
Date Original
1998
Object Description
1 PDF file (ii, 26 pages)
Copyright
©1998 Paula Decker
Language
en
File Format
application/pdf
Recommended Citation
Decker, Paula, "Nurturing reading comprehension of attention deficit students by improving their inferential skills" (1998). Graduate Research Papers. 395.
https://scholarworks.uni.edu/grp/395
Included in
Curriculum and Instruction Commons, Language and Literacy Education Commons, Special Education and Teaching Commons
Comments
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