Sentence-Level Gist: Literacy Instruction for Students With Learning Disabilities in Co-Taught Classrooms. (March 2021)

• Record Type: Journal Article
• Authors: Pollack, Marney S.; Shelton, Alexandra; Clancy, Erin; Lemons, Christopher J.
• Other Names: Wexler Jade guest-editor.
• Is Part Of: Intervention in school and clinic. Volume 56:Number 4(2021)
• Page Start: 233
• Page End: 240
• Publication Date: 2021-03
• Subjects: comprehension -- reading -- co-teaching -- collaboration for students with mild disabilities -- inclusion -- intervention(s) -- learning disabilities; Learning disabled children -- Education -- Periodicals; Problem children -- Education -- Periodicals; Behavior disorders in children -- Periodicals; Special education -- Periodicals; 371.9
• DOI: 10.1177/1053451220944378
• Languages: English
• ISSNs: 1053-4512

Abstract

Several strategies that demonstrate promise are available for educators to improve reading comprehension outcomes for students. However, some students, including students with and at risk for learning disabilities, require more intensive supports to develop proficiency in reading comprehension. To support these students, teachers must intensify instruction. This article describes an intensive main idea identification strategy, sentence-level gist, for teachers to use with students with persistent reading comprehension difficulties in the co-taught classroom. The sentence-level gist strategy requires students to determine the subject and important words in each sentence and then synthesize this information to write a main idea statement for a section of a text.