¶ … Instructional Strategies
Question answer strategy (QAR) teaches students how and when to use their texts when answering comprehension questions. Collaboration, specifically co-teaching, has been shown to be effective with special education teachers and content-area teachers in the general education classroom. The QAR strategy can enhance comprehension across different content areas.
Fenty, N.S., McDuffie-Landrum, K., and Fisher, G. (2012). Using collaboration, co- teaching, and question answer relationships to enhance content area literacy. Teaching Exceptional Children 44(6), pp. 28-37.
QAR is taught through five elements of effective instruction: anticipatory set, modeling, guided practice, independent practice, and closure (Duke & Pearson, 2002, and Fisher & Frey, 2007, cited in Fenty et al., 2012).
Although word walls have been used traditionally in primary classrooms, the authors report effective use in the middle school. Over the course of year, a word wall was built by teachers and students in eighth that included vocabulary across content areas.
Yates, P.H., Cuthrell, K., Rose, M. (2011). Out of the room and into the hall: Making content word walls work. Clearing House 84(1), pp. 31-36.
The multi-content word wall could be built for any grade level, or multiple grade levels. Team members should meet initially to agree on procedures and guidelines for implementing and maintaining the wall.
Collaborative Strategic Reading (CSR) is a multi-strategy approach for teaching strategies for reading comprehension. CSR can also be effective when used with adolescent English language learners (ELLs) with learning disabilities. ELLs typically struggle when moving from the primary classroom, where the focus shifts from "learning to read" to "reading to learn;" text becomes increasingly complex.
Klingner, J.K., Boardman, A.G., Eppolito, A.M., Schonewise, E.A. (2012). Supporting adolescent English language learners' reading...
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