Date of Award:
8-2018
Document Type:
Dissertation
Degree Name:
Doctor of Philosophy (PhD)
Department:
School of Teacher Education and Leadership
Department name when degree awarded
Teacher Education and Leadership
Committee Chair(s)
Nicole Pyle
Committee
Nicole Pyle
Committee
Timothy A. Slocum
Committee
Suzanne H. Jones
Committee
Ronald B. Gillam
Committee
Cindy Jones
Abstract
Secondary students who struggle with reading often have deficits in the area of reading comprehension. The purpose of this study was to examine the effects of explicit main idea and summarization instruction on reading comprehension of expository text for alternative high school students. The lead researcher explicitly taught participants how to summarize expository passages. Participants were taught to generate a big idea topic of a passage, identify key words and phrases, locate or generate main ideas, and generate an oral summary. The three participants increased their performance on the researcher-developed oral summary measure and the summarization guide after receiving the reading comprehension intervention. Furthermore, participants felt they were able to learn how to summarize expository passages, perceived the intervention as effective, and that it helped their reading comprehension. Overall, results indicated that the intervention, which was explicit main idea and summarization instruction aimed to improve reading comprehension, is an effective practice for students who attend alternative high schools.
Checksum
4d82f71e22e3202f904a7e8642587cbb
Recommended Citation
Brown, Sally A., "The Effects of Explicitly Teaching Summarization Skills on the Reading Comprehension of Students With Specific Learning Disabilities" (2018). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 7134.
https://digitalcommons.usu.edu/etd/7134
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