The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Examining the Reading Difficulty of Secondary Students with Learning Disabilities: Expository Versus Narrative Text
Abstract
The purpose of this study was to identify the skill areas in which secondary students with learning disabilities exhibit differential reading performance on narrative versus expository text. For this study, 111 high school students in special and remedial education classes were administered two narrative and two expository passages, with the order of presentation counterbalanced across subjects. Results indicated that students had more difficulty with expository text than with narrative text in terms of reading fluency and comprehension, However, effects for comprehension were mediated by the type of question asked. Implications for the reading instruction of secondary students with learning disabilities are discussed.
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Espin, C. A., & Deno, S. L. (1993) · The Journal of Special Education · doi:10.1177/002246699302700304 · Cited by 32
Cited by
A theoretical framework for narrative explanation in science
Norris, S. P., Guilbert, S. M., Smith, M. L., Hakimelahi, S., & Phillips, L. M. (2005) · Science Education · doi:10.1002/sce.20063 · Cited by 324
The association between mathematical word problems and reading comprehension
Vilenius‐Tuohimaa, P. M., Aunola, K., & Nurmi, J. (2008) · Educational Psychology · doi:10.1080/01443410701708228 · Cited by 320
Metadata
- Authors
- Sáenz, L. M., & Fuchs, L. S.
- Venue
- Remedial and Special Education
- Publisher
- SAGE Publications
- Published
- 2002-01
- Volume
- 23
- Issue
- 1
- Pages
- 31-41
- ISSN
- 0741-9325 (ISSN-L)
- 1538-4756
- OpenAlex
- W2085368566
- Cited by
- 176
- References
- 1
- FWCI
- 3.31
- Type
- journal article
- Language
- en
- Open access
- closed
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- Sáenz, L. M., & Fuchs, L. S. (2002). Examining the Reading Difficulty of Secondary Students with Learning Disabilities: Expository Versus Narrative Text. Remedial and Special Education. https://doi.org/10.1177/074193250202300105
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