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dc.contributor.authorWoolley, Garyen_US
dc.date.accessioned2017-05-03T12:49:26Z
dc.date.available2017-05-03T12:49:26Z
dc.date.issued2010en_US
dc.date.modified2013-05-28T23:16:50Z
dc.identifier.issn10300112en_US
dc.identifier.doi10.1375/ajse.34.2.119en_US
dc.identifier.urihttp://hdl.handle.net/10072/35082
dc.description.abstractPoor comprehenders are generally students who have significant language-learning deficits. A particular problem for students with poor comprehension is that they have difficulty learning new vocabulary because they are inclined to read less, and are unable to apply new meanings to unfamiliar words. This leads to the situation where the gap widens between them and their more successful peers, resulting in more noticeable reading difficulties in later grades. They generally have good word decoding skills but have difficulty connecting meaning to unfamiliar words in context. This is often problematic because they have particular difficulties making inferences and forming a coherent mental model of what they have read. However, effective vocabulary instruction can be achieved by the incorporation of an intervention framework that balances the teaching of word-learning strategies with strategies fostering whole story integration. This article introduces a pedagogical construct based on a modified KWL framework using a combination of evidence-based visual and verbal instructional methods, in conjunction with the development of metacognitive and self-regulating strategies. The implication is that the cognitive load on working memory will be reduced and overall story comprehension will be improved when a well-constructed pedagogical framework is utilised to enhance the acquisition of new vocabulary during reading.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent545127 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherAustralian Academic Pressen_US
dc.publisher.placeAustraliaen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom119en_US
dc.relation.ispartofpageto132en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalAustralasian Journal of Special educationen_US
dc.relation.ispartofvolume34en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchSpecial Education and Disabilityen_US
dc.subject.fieldofresearchcode130312en_US
dc.titleA multiple strategy framework supporting vocabulary development for students with reading comprehension deficitsen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 2010 Australian Association of Special Education. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.en_US
gro.date.issued2010
gro.hasfulltextFull Text


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