Enhancing Reading Comprehension in Middle School Classrooms Using a Critical Reading Routine. (March 2020)

• Record Type: Journal Article
• Authors: Wexler, Jade; Swanson, Elizabeth; Kurz, Leigh Ann; Shelton, Alexandra; Vaughn, Sharon
• Is Part Of: Intervention in school and clinic. Volume 55:Number 4(2020:Mar.)
• Page Start: 203
• Page End: 213
• Publication Date: 2020-03
• Subjects: intervention -- academic -- adolescence -- age -- strategies -- cognitive/cognition -- literacy -- peer(s); Learning disabled children -- Education -- Periodicals; Problem children -- Education -- Periodicals; Behavior disorders in children -- Periodicals; Special education -- Periodicals; 371.9
• DOI: 10.1177/1053451219855738
• Languages: English
• ISSNs: 1053-4512

Abstract

To learn challenging content, middle school students are expected to read and comprehend complex text. This poses challenges for content-area teachers whose classes typically include students with reading difficulties and disabilities who have a variety of literacy needs. Some students struggle to decode text while many students struggle with complex vocabulary and comprehending upper-level concepts. Teachers can use a variety of instructional methods to increase opportunities for students to engage with text to enhance their understanding of concepts and support reading comprehension. This article provides guidance on how teachers can implement a critical reading of text routine that includes peer-mediated instruction. Adaptations to this routine that teachers can use to address students' differing needs within the same content-area classroom are included. Resources are provided that teachers can use to differentiate and enhance implementation of the routine.