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Exceptionality
A Special Education Journal
Volume 21, 2013 - Issue 2
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Original Articles

Self-Regulating Informational Text Reading Comprehension: Perceptions of Low-Achieving Students

Linda H. Mason The Pennsylvania State University
,
Hedda Meadan-Kaplansky University of Illinois, Urbana-Champaign
,
Laura Hedin Northern Illinois University
&
Raol Taft University of Missouri, Kansas City
Pages 69-86 | Received 09 Feb 2012, Accepted 10 Oct 2012, Published online: 01 Apr 2013

Citations (8)

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Read on this site (2)

Zoi A. Traga Philippakos, Sarah Munsell & Logan Robinson. (2019) Combining Strategy Instruction and Principles of Dialogic Pedagogy to Support Primary-Grade Students Story Writing: Results from Cycle 1 of Design Research. Literacy Research and Instruction 58:4, pages 253-271.
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Jessica L. Hagaman, Kathryn J. Casey & Robert Reid. (2016) Paraphrasing Strategy Instruction for Struggling Readers. Preventing School Failure: Alternative Education for Children and Youth 60:1, pages 43-52.
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Articles from other publishers (6)

Yusuf ÖZDEMİR & Kasım KIROĞLU. (2022) A Different Technic in The Teaching of Reading Comprehension Strategy: Self-Regulated Strategy Development ModelOkuduğunu Anlama Stratejisi Öğretiminde Farklı Bir Uygulama Öz-Düzenlemeli Strateji Gelişimi Modeli. Kastamonu Eğitim Dergisi 30:2, pages 398-410.
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Sara Sanders, Lauren Hart Rollins, Linda H. Mason, Ashley Shaw & Kristine Jolivette. (2020) Intensification and Individualization of Self-Regulation Components Within Self-Regulated Strategy Development. Intervention in School and Clinic 56:3, pages 131-140.
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Stephen Ciullo, Linda H. Mason & Laura Judd. (2019) Persuasive Quick-Writing about Text: Intervention for Students with Learning Disabilities. Behavior Modification 45:1, pages 122-146.
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Tahsin FIRAT & Cevriye ERGÜL. (2020) 3D Strateji Öğretiminin Öğrenme Güçlüğü Olan Öğrencilerin Bilişsel ve Üstbilişsel Stratejileri Kazanmalarına EtkisiThe Effect of TWA Strategy Instruction on Students with Learning Disabilities Developing Cognitive and Metacognitive Strategies. Kastamonu Eğitim Dergisi 28:3, pages 1390-1406.
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Ilhan Ilter. (2018) Effects of the Instruction in Inferring Meanings From Context on the Comprehension of Middle School Students at Frustration Reading Level. Journal of Education 198:3, pages 225-239.
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Sarah Howorth, Christopher Lopata, Marcus Thomeer & Jonathan Rodgers. (2016) Effects of the TWA strategy on expository reading comprehension of students with autism. British Journal of Special Education 43:1, pages 39-59.
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