Automaticity in word recognition has been hypothesized to be important in reading development (LaBerge & Samuels, 1974; Perfetti, 1985). However, when predicting educational outcomes, it is difficult to isolate the influence of automatic word recognition from factors such as processing speed or knowledge of grapheme-phoneme correspondences.
Note taking strategies may improve the accessibility of authentic science texts to students in special education, thereby creating more equitable learning opportunities. This experimental study examined the extent to which secondary students with disabilities could learn to take notes on authentic science texts in a split-page or science-specific graphic organizer format.
A scripted representation of an educator modeling text structure mapping for a problem-solution text. Teaching text structure may improve comprehension.
Example Scripted Think Aloud for Text Structure Mapping Instruction
This graphic organizer helps children organize their thoughts about the similarities and differences between a book and a movie telling the same story. Comparing books and their movie adaptations can help motivate students to read and dig deeper into some elements of the text.
This guide provides sentence starters for students in fourth grade and older to formulate thoughts and opinions about a book which they can convey verbally for a book recommendation video. Filming tips for teachers are also provided. Videos can be posted for friends to see. Videos like these can be a way to motivate students to read and create something meaningful and useful.
