Professional Documents
Culture Documents
Dr. Collins
SPED 638
November 29, 2017
strategy instructional model” (Boardman et al., 2016, p. 411) that has “a focus on explicit
instruction for struggling learners” (Boardman et al., 2016, p. 411). This reading comprehension
strategy gives readers specific strategies to use during the before, during, and after reading stages
of reading in order for students to comprehend text. Throughout the reading process, students
questions, get the main idea of a text, and provide evidence. Boardman et al. (2016) explore “the
influence of CSR on the reading achievement of students with Learning Disability (LD) who
participated in grade-level reading instruction in their general education classrooms” (p. 410).
Researchers used 1,372 fourth and fifth graders with and without learning disabilities for
this study. 87 students had learning disabilities and received special education services. 14
different elementary schools with diverse populations were used for the setting of this study.
Classroom groups were comprised of a diverse group of learners with varying reading abilities.
Sixty teachers were randomly assigned to either the group to use CSR in the classroom or in the
control group. The teachers who were assigned to this study received training through
professional development on how to implement CSR and resources that were beneficial to them
and their students. Teachers who implemented CSR did so for “two to three sessions each week,
for approximately 50 min per session, while reading predominately expository text” (Boardman
et al., 2016, p. 415). In order to ensure the validity of the intervention, researchers relied on
self-reported teacher logs and used The Implementation Validity Checklist during observations.
Overall, the results of the study were varied. According to Boardman et al. (2016),
“Students without LD in both conditions made gains in a short period of time with no statistical
difference between treatment and comparison groups” (p. 420). Students without LD in both
groups responded to instruction in the classroom, even though it may not have been instruction
using CSR. However, since the main focus of this study was to determine the effectiveness of
CSR instruction for students with LD, researchers found that the students with LD who received
CSR instruction “made significantly greater gains in reading comprehension than students with
LD who did not receive CSR instruction” (Boardman et al., 2016, p. 420). Researchers note that
the teachers in both the treatment and the comparison groups were providing instruction that
taught reading strategies and incorporated learning activities that promoted reading
comprehension. For the students without LD, direct and explicit instruction of reading
comprehension strategies was the element of the study that helped their reading comprehension.
However, for students with LD, CSR was the specific reading comprehension strategy that was
beneficial.
for classroom teachers, pull-out teachers, and specialists to be able to incorporate into the
curriculum and lessons. Because CSR focuses on strategies for before, during, and after reading,
students are constantly using reading strategies to monitor comprehension and are engaged in the
process. This strategy gives students ownership in their own learning because they are constantly
checking their own understanding. Based on the data, this reading comprehension strategy would
be beneficial to teachers working with students with LD. As soon as students are directly and
explicitly taught how to use Collaborative Strategic Reading, teachers are able to adapt the
Reading Disabilities written by Philip Capin and Sharon Vaughn is a great resource for general
and special education teachers alike. The authors address the question, “Are middle school and
high school too late to improve reading outcomes for students with reading disabilities?” (Capin
and Vaughn, 2017, p. 250). They go on to state that most teachers, specifically social studies
teachers, focus more on the content than actual reading comprehension skills. Capin and Vaughn
outline two evidence-based practices that special educators can teach to cover both content and
reading comprehension, they are Promoting Adolescents’ Comprehension of Text (PACT) and
collaborative strategic reading (CSR). When used in conjunction they can help secondary
students use reading strategies before, during, and after text reading and strategies to improve
Capin and Vaughn (2017) first outline the PACT strategy and how they “developed and
tested the efficacy of PACT for all general education students, including students with
disabilities in general education settings” (p. 250). It is imperative to note that this article is not a
study of both strategies, the authors explain how they tested this particular strategy and provide
the results of their study due to the fact that many teachers are concerned that evidence-based
strategies are not tested on children who are at different stages of learning or school grades
(Capin and Vaughn, 2017). Their study has shown that PACT has had a positive impact on
essential words, content acquisition, and team-based learning (TBL). The implementation of the
four components should be broken up over a period of ten days. The comprehension canopy
“helps students build background knowledge and motivation around the content they are
learning” (Capin and Vaughn, 2017, p.252). The content should be introduced by giving the
student a question or “canopy” to think about while viewing a short video. Other questions that
fall within the canopy should be generated and distributed to students as a reference throughout
the unit. In order to keep building on the background knowledge teachers should introduce
essential words. These are “six to 10 high quality words or concepts” (Capin & Vaughn, 2017, p.
252) that are related to the content. Content acquisition reinforces content knowledge and
increases comprehension by chunking text and engaging students in questioning and discussion.
Team-based learning (TBL) “encourages students to discuss concepts with peers and think
critically about the content, consider multiple perspectives, solve problems, and apply new
content” (Capin and Vaughn, 2017, p. 252). In this part of PACT there are a few key aspects that
evaluation process, and a knowledge application process. While participating in the TBL process
students need to complete a checklist during their activities that consists of comprehension
questions.
students with comprehending text. According to Capin and Vaughn (2017) “CSR was initially
designed to improve the reading comprehension of students with learning disabilities, but
research findings have demonstrated the efficacy of CSR for average- and high-achieving
students, struggling readers, and English learners” (p. 254). The authors explain that CSR will
benefit both teacher and student because it incorporates multiple strategies within one
comprised of four key elements: preview, click and clunk, get the gist, and wrap-up. Preview is
the introduction of the lesson/ concept. It is where students build background knowledge, makes
connections to self, community and/ or world, and makes predictions. This part of the strategy is
teacher-led by asking questions, showing them a video or pictures, and going over key
vocabulary and concepts. Clicks and clunks helps students with monitoring their comprehension
of the subject. “Implemented during reading, the click-and-clunk strategy helps students to
identify when a word or concept makes sense (click) and when something does not make sense
(clunk)” (Capin and Vaughn, 2017, p. 256). There are four steps that a student can take when
figuring out a clunk: 1) reread for clues, 2) reread for man ideas, 3) look for root words or
affixes, and 4) look for cognates. Get the gist involves chunking the text and identifying the main
idea. At this time teachers should model a think aloud in order for students to know what is
expected. Wrap up helps students to ask and answer questions with their peers and teachers and
Both PACT and CSR are strategies that incorporate cooperative learning, which is a
“powerful mechanism increasing students’ strategic reading with support” (Capin and Vaughn,
2017, p. 257). When students are put into appropriate learning groups they gain skills like
communication, responsibility, cooperation, and how to give and receive feedback. According to
Capin and Vaughn (2017) students with disabilities need explicit and direct instruction that
includes modeling, guided practice, and independent practice. It is often difficult for general and
special educators to teach to the Common Core State Standards, which requires teaching both
content knowledge and reading comprehension. The authors describes in the article two
evidence-based practices, PACT and CSR, to assist students with both concepts. “Students with
good reading comprehension may instinctively use many of the practices taught in CSR and
PACT when reading; however, students with disabilities need explicit instruction, modeling, and
teacher feedback” (Capin and Vaughn, 2017, p. 260). In order for students with disabilities to
become successful, teachers need to “commit time to introducing and implementing procedures
for structured small group learning” (Capin and Vaughn, 2017, p. 260). Although it will take
some time to teach, when these two strategies are incorporated in the classroom students with
disabilities will benefit tremendously by being responsible and independent in their learning and
comprehension strategies to the student to use before, during and after the reading. By invoking
prior knowledge, adhering to the strategy instruction and using the strategies appropriately, the
Students need to know the difference between expository and narrative text. In some
cases students will need background knowledge provided if they do not possess prior
background knowledge on the subject. Students will need to be instructed on the method that will
be used to monitor their progress. Students will need to be provided with a template and method
to keep notes on what they are reading. Students need to know the definition of what ‘evidence’
means and shown how information that supports a claim is considered evidence. Students should
be provided with examples and nonexamples before the onset of the activity.
Materials
● Writing tools
● text passage
Critical components for student participation include their ability to follow attend to
instruction given by the teacher about strategy use. The students must be able to follow
directions. Students must be able to work in pairs or groups and support their partners / groups
by taking individual responsibility yet work collaboratively. Students need to provide timely and
constructive contribution.
One consideration to take into account is the background knowledge available to students
on the subject of the text may differ among students. The teacher must check prior knowledge
and provide background information if needed. Another consideration is that not all students are
adept at note taking. A template for taking notes should be provided but the teacher must also
instruct students on how to take notes (ie, jot down essential points, not every word, organize
notes etc). Finally, monitoring one’s own progress is also something that some students may
have little or no experience in and the teacher must provide examples and nonexamples of good
progress monitoring and provide practice with the use of a pre-made progress monitoring sheet.
CCSS 5.RI.10 - By the end of the year, read and comprehend informational texts, including
history/social studies, science, and technical texts, at the high end of the grades 4–5 text
complexity band independently and proficiently.
Lesson Objective
Using collaborative strategic reading (CSR), students will learn, practice, and implement
strategies to improve their reading comprehension by using four specific strategies - preview
the text, click and clunk, get the gist, and wrap up.
“What do you think the article is Look at the pictures in the article.
about?” Share possible answers.
“When a question starts with who, Understand they are looking for a
what are we looking for?” person.
“When a question starts with why, Understand they are looking for
what are we looking for?” the reason why the event
happened. Often times, the
answer will have because in the
article and will tell us why
something has occurred.
Guided Practice Teacher will now ask for a Students will read the next
volunteer to read the next paragraph intently and use their
paragraph. click and clunk strategies to help
- Will remind students to comprehend what is being read.
stop when they see an - Students will stop when
unfamiliar word they see an unfamiliar
- Stop when they read an word and use fix-up
unfamiliar phrase strategies to help figure out
- Will remind students to word (prefix, suffix, root
look for possible answers word)
to questions - Students will reread
unfamiliar phrase with fix
up strategy with clunk and
see if they can figure out
what the phrase meant.
- Students will remind each
other to look for possible
answers to questions and
answer any questions they
can answer from the
paragraph.
Independent Teacher will now tell students they Using the strategies that were
Practice need to read the rest of the article taught and modeled to them,
by themselves, answer the students will answer
comprehension questions by using comprehension questions by
the strategies that were taught and reading the rest of the article.
modeled to them.
● Small group instruction - As students become more familiar with the strategies, smaller
● Have students work together during the Guided Practice section of the lesson.
● After gauging where students are at after working with the first two prefixes, students
may need more direct instruction on the other prefixes and suffixes.
● Have the articles printed for the students to write and take notes on.
● Provide a highlighter for students to highlight keywords in questions (who, what, where,
● Refer to CSR Strategies board conveniently placed in classroom for struggling readers to
see.
○ Or have CSR Strategies made into smaller copies that students can paste in their
● The four components of the CSR strategy can be broken up into separate lesson in order
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Capin, P. & Vaughn, S. (2017). Improving reading and social studies learning for secondary
doi: 10.1177/0040059917691043