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Strategies for Comprehending Text and Coping with Reading Difficulties
Scott G. Paris and Evelyn R. Oka
Learning Disability Quarterly
Vol. 12, No. 1, Learning Strategy Instruction (Winter, 1989), pp. 32-42
Published by: Sage Publications, Inc.
Stable URL: http://www.jstor.org/stable/1510250
Page Count: 11
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Reading is a foundation for literacy and education, yet it presents formidable problems for learning disabled children. Although some of these difficulties may have specific perceptual or phonological roots, we argue that they become pervasive roadblocks to learning and motivation. Thus, children who cannot decode words, identify main ideas, or summarize text well become frustrated. We discuss how, as a result of such frustration, learning disabled children develop counter-productive coping strategies and fail to use effective cognitive strategies. Interventions that teach students (a) how to use strategies selectively and (b) how to set goals, persevere, and make accurate attributions while reading help learning disabled readers significantly. The metacognitive and motivational characteristics of these successful interventions will be considered in terms of "cognitive coaching." Instruction that incorporates the twin goals of enabling and empowering students is likely to lead to stable improvements in both acquisition and use of adaptive learning strategies.
Learning Disability Quarterly © 1989 Hammill Institute on Disabilities