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• W218658791 abstract "Abstract This action research project was conducted with nine students currently served by the special education program at a rural high school in south Alabama. The Word Identification Strategy, DISSECT, was introduced to sixth grade struggling readers who were experiencing failure in their general education science class. The results of the project demonstrated that with a relatively short time, disabled readers could be taught a simple way to unlock multi-syllable words without the public assistance of a teacher. The word recognition gains made by the students were considered to be substantial. The gains in self-esteem were even more dramatic. Introduction Students with demonstrated disabilities in grades six through twelve encounter much difficulty with traditional content area learning. This difficulty seems to be expressed in their inability to obtain information from the basal text used in the general education classes (Rivera & Smith, 1997). Dr. Ed Ellis (2002) states that adolescents who have difficulty with independently identifying words in their content area text seem to prefer failing than to seek the assistance of their teacher. This bold move on their part would risk highlighting their shortcomings and open them up to ridicule. During the elementary years, they had the safety net of teacher intervention and assistance; they do not feel this is an option at the middle or high school level (Lebzelter & Nowacek, 1999). The reality of today's school programs, finds students with mild to moderate disabilities, not in self-contained classes, but in inclusive classrooms with limited support from a resource room. Bryant and colleagues (1999) found that adolescents with reading disabilities in an inclusive classroom need assistance in meeting the demands of the content specific classes. Likewise, Lenz and Hughes (1990) found this student population had difficulty meeting the demands of content area reading and comprehension because the text may be written at several grade levels above current independent reading level. They discovered that this population of at risk learners lacked the necessary early reading skills (phonetic analysis, structural analysis, and the use of context clues) to unlock unknown words and derive meaning from the content specific text. In 1980, Warner and colleagues stated that word identification is a significant problem for many middle and high school students who are reluctant and struggling readers. The daunting task of meeting and conquering multi-syllable words in content specific text sent this population running in retreat because they did not possess the necessary skills to read the word (Perfetti, 1986). This lack of resolve prevents the disabled reader from being successful in the inclusive classroom. The investigators of this action research project observed the students in this resource classroom struggle with maintaining even minimal success in the general education science class. The students demonstrated their inability to deal with words not immediately recognized or how to approach these words without opening themselves to public exposure. This lack of ability seemed to reinforce their already low self-esteem and learned-helplessness. With a sense of urgency, Mrs. Corley sought a way of giving her students skills to be more successful in the general education classroom. This investigation team sought to teach the students a skill that would lower their word reading errors and, allows them to compete in the inclusive classroom with non-disabled peers. The selection of this learning strategy is supported by Lebzelter and Nowacek (1999). Learning strategies are based on the premise that learning is an active process. Deschler and Schumaker (1988) stated that strategic instructional models should incorporate three elements: assisting students to problem solve, make a conscious commitment to learn and be an active participant in the learning process, and provide both guided and independent practice. …" @default.
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• W218658791 title "A Word Identification Strategy for Middle and High School Students" @default.
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