External Evidence in Adolescent Reading Comprehension Intervention Speech-language pathologists (SLPs) working with adolescents with language impairment (LI) do not need to be convinced that a major challenge for these students is reading comprehension. However, the problem with adolescents’ reading ability is not confined to those with LI. Approximately 8 million fourth through twelfth graders struggle to read ... Article
Article  |   March 01, 2007
External Evidence in Adolescent Reading Comprehension Intervention
Author Affiliations & Notes
  • Barbara J. Ehren
    University of Kansas Center for Research on Learning, University of Kansas, Lawrence, KS
Article Information
Development / School-Based Settings / Professional Issues & Training / Normal Language Processing / Language Disorders / Reading & Writing Disorders / Attention, Memory & Executive Functions / Evidence-Based Practice
Article   |   March 01, 2007
External Evidence in Adolescent Reading Comprehension Intervention
SIG 1 Perspectives on Language Learning and Education, March 2007, Vol. 14, 13-16. doi:10.1044/lle14.1.13
SIG 1 Perspectives on Language Learning and Education, March 2007, Vol. 14, 13-16. doi:10.1044/lle14.1.13
Speech-language pathologists (SLPs) working with adolescents with language impairment (LI) do not need to be convinced that a major challenge for these students is reading comprehension. However, the problem with adolescents’ reading ability is not confined to those with LI. Approximately 8 million fourth through twelfth graders struggle to read at grade level with about 70% of older readers requiring some form of remediation (Biancarosa & Snow, 2004). As SLPs seek to extend their roles with adolescent literacy, selection of effective approaches to address reading comprehension with middle and high school students who are struggling becomes an important consideration. This selection process is what evidence-based practice (EBP) is all about. For SLPs wanting to employ EBP, a step in the process to is look for external evidence on what works. This article summarizes the external evidence regarding reading comprehension intervention for struggling adolescents and provides suggestions for practice and implications for the SLP.
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