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Department
of Special Ed and Communication Disorders
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College of Education & Human Sciences
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University of Nebraska-Lincoln
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| Reading
Comprehension |
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Active
Reading |
Archer,
A., & Gleason, M. |
| This
reading comprehension strategy is designed
to aid students being more active readers.
This strategy is part of a larger strategy
intended to help students complete assignments
accurately and on time. |
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CAPS |
Leinhardt,
G., & Zigmond, N. |
| This
reading comprehension strategy is a self-questioning
strategy that can be used to help students
find answers to questions about what is
important in a story. |
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FIST |
Clark,
F.L., Warner, M.M., Alley, G.R., Deshler,
D.D., Schumaker, J.B., Vetter, A.F., &
Nolan, S.M. |
| This
reading comprehension strategy is a self-questioning
strategy designed to help students be more
independent and efficient readers. |
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Question-Generation
Instructional Procedure |
Davey,
B., & McBride, S. |
| This
reading comprehension strategy was designed
to prompt students to generate "think-type"
questions while reading, and in doing so
encourage students to be more active readers
and increase their awareness of whether
they are comprehending or not. The rationale
that Davey and McBride provided their students
with after reading a passage was that "think-type"
questions, "Help you remember key information;
they help you to know if you need to reread;
they also help you to anticipate test questions." |
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RAP |
Schumaker,
J.B., Denton, P., & Deshler, DD |
| This
reading comprehension strategy utilizes
a paraphrasing technique to enhance reading
comprehension. |
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Reading
Visual Aids Strategy |
Barry,
M. |
| This
reading comprehension strategy employs the
use of visual aids to increase understanding. |
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RIDER |
Clark,
FL, Warner, M.M., Alley, G.R., Deshler,
DD, Schumaker, J.B., Vetter, AF, & Nolan
S.M. |
| This
reading comprehension strategy uses visual
imagery. Students use visual imagery when
learning new material by transforming what
is to be learned into meaningful visual,
auditory, or kinesthetic images of the information. |
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Story
Grammar |
Short,
E.J., & Ryan, E.B |
| This
reading comprehension strategy was designed
to provide students with a strategic plan
for selecting important aspects of story
information for further study, by asking
themselves the five "wh" questions. |
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Story
Map |
Idol,
L. |
| A
comprehension strategy for both skilled
and unskilled readers |
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