Graduate Research Papers

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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

Comments

If you are the rightful copyright holder of this graduate research paper and wish to have it removed from the Open Access Collection, please submit a request to scholarworks@uni.edu and include clear identification of the work, preferably with URL.

Date Original

1998

Object Description

1 PDF file (ii, 26 pages)

Language

EN

File Format

application/pdf

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