ERIC ED274114: Getting The Gist: Relating Text Processing Research To Reading And Writing Instruction For Learning Disabled Secondary Students. Long Island University Transition Project Learning How To Learn: A High School/College Linkage Model To Expand Higher Educational Opportunities For Learning Disabled Students. Position Paper Series: Document No. 5. - Info and Reading Options

The Internet Archive:

Many learning disabled secondary school students have difficulties with text organization in both subject area reading and expository writing. Problems may include difficulty in following the main ideas in text, recognizing the main text topics and their interrelationships, or recognizing the subordinate and superordinate ideas and examples. Often, recall ability is poor and writing skills are inadequate. Several concepts derived from current theories and research in text processing can provide a guide for the improvement of instruction in both reading and writing for learning disabled secondary school students. The microstructure model of text comprehension allows students to transform sentences into their underlying microstructure propositions which express the surface structure information of the passage. Research on the skills involved in summarizing a text has shown that an important aspect of text processing involves the ability to identify main topics of the text and their interrelatedness. Another line of research has emphasized the central role of topic structure processing in reading and writing. Text structure or organization has been found to have a major role in the recognition and recall of main ideas in text. Research has also indicated that the recognition and use of objective textual cues to the relevant information in a text contributes to the identification of the important ideas and their interrelatedness. Instructional programs based on these concepts have the potential for improving both the comprehension and recall of expository material and the quality of expository writing for learning disabled secondary students, thus enhancing their opportunities for success in academic settings. A list of 31 references is appended. (CB)

Search for “ERIC ED274114: Getting The Gist: Relating Text Processing Research To Reading And Writing Instruction For Learning Disabled Secondary Students. Long Island University Transition Project Learning How To Learn: A High School/College Linkage Model To Expand Higher Educational Opportunities For Learning Disabled Students. Position Paper Series: Document No. 5.” downloads:

Visit our Downloads Search page to see if downloads are available.

Find “ERIC ED274114: Getting The Gist: Relating Text Processing Research To Reading And Writing Instruction For Learning Disabled Secondary Students. Long Island University Transition Project Learning How To Learn: A High School/College Linkage Model To Expand Higher Educational Opportunities For Learning Disabled Students. Position Paper Series: Document No. 5.” in Libraries Near You:

Read or borrow “ERIC ED274114: Getting The Gist: Relating Text Processing Research To Reading And Writing Instruction For Learning Disabled Secondary Students. Long Island University Transition Project Learning How To Learn: A High School/College Linkage Model To Expand Higher Educational Opportunities For Learning Disabled Students. Position Paper Series: Document No. 5.” from your local library.

• The WorldCat Libraries Catalog: Find a copy of “ERIC ED274114: Getting The Gist: Relating Text Processing Research To Reading And Writing Instruction For Learning Disabled Secondary Students. Long Island University Transition Project Learning How To Learn: A High School/College Linkage Model To Expand Higher Educational Opportunities For Learning Disabled Students. Position Paper Series: Document No. 5.” at a library near you.