Designing comprehension strategy instruction that increases motivation for the older adolescent striving reader and delivering that instruction in the context of a trusting tutor-tutee relationship is the focus of the case study. The fifteen year-old participant has a developmental history complicated by medical diagnoses of Asperger’s Syndrome, Bipolar disorder, Attention Deficit Hyperactivity Disorder, Tourette’s Syndrome, Obsessive-Compulsive Disorder, and Anxiety Disorder. Based on assessment using an informal reading inventory, instruction in text structure using Goal Structure Mapping, prediction, and inference helped this striving reader improve his comprehension from mostly literal to inferential understandings which increased his enjoyment when reading. Tutoring was an effective way to improve reading comprehension and emotional reward for this older adolescent striving reader.
|Advisor:||Jorgensen, Karen A.|
|Commitee:||Barry, Arlene L., Bradley, Barbara A., Rice, Suzanne|
|School:||University of Kansas|
|Department:||Curriculum and Teaching|
|School Location:||United States -- Kansas|
|Source:||MAI 47/05M, Masters Abstracts International|
|Subjects:||Special education, Secondary education, Literacy, Reading instruction|
|Keywords:||Adolescent, Asperger's syndrome, Literacy, Reading, Striving, Tutoring|
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