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dc.contributor.authorWoolley, Gary
dc.date.accessioned2017-05-03T12:49:26Z
dc.date.available2017-05-03T12:49:26Z
dc.date.issued2010
dc.date.modified2013-05-28T23:16:50Z
dc.identifier.issn10300112
dc.identifier.doi10.1375/ajse.34.2.119
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.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent545127 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherAustralian Academic Press
dc.publisher.placeAustralia
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom119
dc.relation.ispartofpageto132
dc.relation.ispartofissue2
dc.relation.ispartofjournalAustralasian Journal of Special education
dc.relation.ispartofvolume34
dc.rights.retentionY
dc.subject.fieldofresearchSpecial Education and Disability
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchOther Education
dc.subject.fieldofresearchCognitive Sciences
dc.subject.fieldofresearchcode130312
dc.subject.fieldofresearchcode1303
dc.subject.fieldofresearchcode1399
dc.subject.fieldofresearchcode1702
dc.titleA multiple strategy framework supporting vocabulary development for students with reading comprehension deficits
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 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.
gro.date.issued2010
gro.hasfulltextFull Text
gro.griffith.authorWoolley, Gary E.


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