Date of Award:
12-2021
Document Type:
Thesis
Degree Name:
Master of Science (MS)
Department:
Special Education and Rehabilitation Counseling
Department name when degree awarded
Special Education
Committee Chair(s)
Kaitlin Bundock
Committee
Kaitlin Bundock
Committee
Karen D. Hager Martinez
Committee
Barbara Fiechtl
Abstract
Students with reading disabilities struggle with comprehending what they are reading and the necessary strategies to help them understand what they read. Summarizing what was read is a proven strategy for improving reading comprehension. This project examined one strategy for writing summaries called Generating Interactions between Schemata and Text or GIST. Participants included two 7th grade students and one 8th grade student who were in Special Education classroom for reading services. The results of this study were inconclusive. Participants showed growth in their summarizing skills, but the growth could not be adequately attributed to the GIST strategy.
Checksum
a5f549240513f2d712e3d67c233bb196
Recommended Citation
Lay, Sherri, "The Effects of Explicitly Teaching Summarization Skills on the Reading Comprehension of Students with Specific Learning Disabilities" (2021). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 8332.
https://digitalcommons.usu.edu/etd/8332
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