Effectiveness of CRISS Annotated Bibliography

CRISS- Annotated Bibliography

Annotated Bibliography

Jitendra, A.K. (April 2011). Reading Comprehension Instruction for Students with Learning Disabilities. Focus on Exceptional Children, Vol. 43 Issue 8, p1-16, 16p.

Students with learning disabilities require unique strategies for accessing knowledge. The article addresses text enhancement strategies available to teachers such as graphic organizers, story maps, mnemonic illustrators, story guides and computer aided instruction. Assistance in main idea development, questioning, and summarization can also help students. Guidance for remedial reading comprehension instruction.

Kathleen, K.M. (2001). A primary subject goes secondary. Education Week, 20(31), 13-13,17.

Examines the methods used in a Florida high school to incorporate reading into the curriculum. Conclusions of student academic competencies show that some students were ill prepared for complex reading tasks after the fourth grade. The most successful schools shared these characteristics: varied lessons plans and academic content, test preparation embedded into instruction, teachers focused beyond the classroom and active across the school community and within the student's lives, focused instruction on processes for finding correct answers, high levels of pupil-to-pupil conversation and engagement.

Dexter, D.D., & Hughes, C.A. (2011). Graphic organizers and students with learning disabilities: A meta-analysis. Learning Disability Quarterly, 34(1), 51-72.

This article is an exploration of the past and present research on the subject of graphic organizers (GO) when used with learning disabled students. Includes a meta-analysis of GO research to address the overall effects on the posttest performance of students and whether or not those effects persist over time. Also explores the differential effects by type of measure, type of GO, subject area, and stage of attending to verbal material.Concludes that compared to other strategies, GOs are more effective on posttest, maintenance, and transfer measures.

McCray, A.D. (2001). Middle school students with reading disabilities. Reading Teacher, 55(3), 298-300.

This is a candid look at middle school students with reading disabilities and their views on reading in general and the instruction they receive. The article explores the entire reading function for LD students and provides insight into their own perception of their reading ability and the instruction they receive from teachers. Includes student suggestions for improvements.

Misulis, K.E. (2009). Lifelong study strategies for middle grades learners. Middle Ground, 13(1), 16-17.

This is a review of study strategies for students as they balance academics, co curricular activities, family, friends, and other aspects of their busy lives. Notes that when students have a system for learning, they are better prepared to study, choose the most effective strategy, and, ultimately, are more successful. Illustrates how three different study skills can be helpful in that effort.

Hilbert, T.S., & Renkl, A. (2008). Concept mapping as a follow-up strategy to learning from texts: What characterizes good and poor mappers? Instructional Science, 36(1), 53-73. doi:10.1007/s11251-007-9022-9

Explores the ways that concept maps….....