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A Model for Making Decisions About Text Adaptations
Abstract
Text adaptations have a significant impact on a student's success in the general education classroom. This article examines a process for teachers to use when deciding whether or not to adapt a particular text for an individual student. The following five options for text adaptations are described: (a) bypass reading, (b) decrease reading, (c) support reading, (d) organize reading, and (e) guide reading. Text adaptation is a strategy that should be considered in a variety of settings for students with disabilities and their nondisabled peers, from the prereferral stage in the general education classroom to the continuum of placements available through special education services.
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“But rather, it reduces the readability demands by eliminating linguistic characteristics that get in the way of comprehension (Dyck & Pemberton, 2002).”
From Guiding Preservice Teachers to Adapt Mathematics Word Problems Through Interactions with ELLs (2017) · cites this paper as Dyck & Pemberton, 2002
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Research works printed but not linked: 12
- 10.1177/074193258800900109 · DOI
- Bormuth, J.R., 1968, Elementary English, 45, 429
- Dyck, N., 1999, How to adapt text for struggling readers
- Dyck, N., 1997, A dozen tools for paras
- Graves, M.F., 1991, Reading Research Quarterly, 112
- 10.1177/074193259401500606 · DOI
- 10.1080/09362839109524764 · DOI
- 10.1080/10862969109547744 · DOI
- 10.1177/105345129102700204 · DOI
- 10.1177/074193259801900205 · DOI
- Sundbye, N., 1998, Teaching and testing story understanding through goal structure mapping
- Wood, J.W., 1997, Adapting instruction: Accommodating students in inclusive classrooms
Cited by
Sorted by citations
Differentiating Instruction for Disabled Students in Inclusive Classrooms
Broderick, A., Mehta-Parekh, H., & Reid, D. (2005) · Theory Into Practice · doi:10.1207/s15430421tip4403_3 · Cited by 152
“Dyck and Pemberton (2002) also suggested bypassing reading altogether (if the objective does not require decoding skills), using alternative text with similar content, placing aids within texts to promote comprehension, supporting reading with graphic organizers, or guiding the reading by…”
BackgroundTechnology-enhanced reading performance: Defining a research agenda
Edyburn, D. (2007) · Reading Research Quarterly · doi:10.1598/rrq.42.1.7 · Cited by 82
Understanding How Adolescents with Reading Difficulties Utilize Technology-Based Tools
Marino, M. T. (2009) · Exceptionality · doi:10.1080/09362830902805848 · Cited by 60
Simplifying informational text structure for struggling readers
Arfé, B., Masón, L., & Fajardo, I. (2017) · Reading and Writing · doi:10.1007/s11145-017-9785-6 · Cited by 59
“Some authors prefer the expression text adaptation or elaboration to refer to these latter operations (Crossley et al., 2012; Dyck & Pemberton, 2002; Fajardo et al., 2013) since, in this case, the text re-writing often involves additions of linguistic information (e.g. connectives, topic sentences)…”
Bouck, E. C. (2008) · Education and Training in Developmental Disabilities · doi:10.1177/215416470804300303 · Cited by 19
“Dyck and Pemberton (2002) claimed that textbooks represent a central feature of curricula, particularly at the higher grades.”
Facing the Fear: An Analysis of Speech-Anxiety Content in Public-Speaking Textbooks
Pearson, J., Dewitt, L., Child, J. T., Kahl, D., & Dandamudi, V. (2007) · Communication Research Reports · doi:10.1080/08824090701304923 · Cited by 16
“03), and Gregory (2002) (v(2)(1, N 1⁄4 610) 1⁄4 8.03, p 1⁄4 .005, ES 1⁄4 .01) were significantly higher than the combined hypothesized proportions of all other authors. Furthermore, the proportion of paragraphs on CA covered overall by Zarefsky (2002) (v(2)(1, N 1⁄4 610) 1⁄4 30.”
BackgroundInfluentialAren't they all the same? A comparative analysis of introductory criminal justice textbooks
Withrow, B., Weible, K., & Bonnett, J. (2004) · doi:10.1080/10511250400085881 · Cited by 16
College Syllabi: Providing Support for Students with Disabilities
Broadbent, G., Dorow, L., & Fisch, L. A. (2006) · doi:10.1080/00131720608984569 · Cited by 10
Guiding Preservice Teachers to Adapt Mathematics Word Problems Through Interactions with ELLs
Kurz, T. L., Gómez, C., & Jimenez-Silva, M. (2017) · Journal of Urban Mathematics Education · doi:10.21423/jume-v10i1a291 · Cited by 8
“But rather, it reduces the readability demands by eliminating linguistic characteristics that get in the way of comprehension (Dyck & Pemberton, 2002).”
BackgroundConderman, G., & Bresnahan, V. (2010) · doi:10.1177/1053451209349532 · Cited by 8
Constantinescu, C. (2015) · doi:10.13016/m2m355 · Cited by 6
“…demands (e.g., history, science) are markedly different (Kennedy & Deshler, 2010), text remains a central feature of most subjects and teachers rely heavily on the printed word and complex expository texts as the primary instructional tool and mode of knowledge acquisition (Dyck & Pemberton, 2002).”
BackgroundInfluentialAssistive Technology Policy: Promoting Inclusive Education for Students with Reading Disabilities
Marino, M. T. (2008) · doi:10.15760/nwjte.2008.6.1.3 · Cited by 6
“First, students would be increasingly educated in general education classrooms where textbooks that were written above the students' reading ability levels were used as a primary means to deliver new content material (Dyck & Pemberton, 2002).”
MethodAdapting Books for Students With Extensive Support Needs: Multiple Points of Access
Abueg, J. C., Bacos, C. A., & Baker, J. N. (2024) · Inclusive Practices · doi:10.1177/27324745241257892 · Cited by 2
“(Hudson et al., 2013) and providing adaptations in the text (Dyck & Pemberton, 2002) are examples of strategies that can support reading when the content of the text is too complex and inaccessible.”
InfluentialSymbolated texts as an assistive technology: Exploring the impact on reading comprehension.
Benson-Goldberg, S. (2025) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2025.104998 · Cited by 1
Getting into the Groove of Inclusive Education: A Case Study of HIV and AIDS Orphans
Kalenga, R. (2015) · doi:10.1080/09709274.2015.11906939
“Inclusion has democratic processes and governance, which involves encouraging the participation of parents, teachers, students and other relevant parties in support services in education (Dyck and Pemberton 2002).”
Background
Metadata
- Authors
- Dyck, N., & Pemberton, J. B.
- Affiliations
- Inc., in Lawrence, Kansas
- University of North Texas (US)
- Corresponding author
- Pemberton, Jane B.
- Venue
- Intervention in School and Clinic
- Publisher
- SAGE Publications
- Published
- 2002-09
- Volume
- 38
- Issue
- 1
- Pages
- 28-35
- ISSN
- 0001-396X (ISSN-L)
- 1053-4512
- 1538-4810
- OpenAlex
- W2087587246
- Cited by
- 16
- References
- 8
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 1 · 2017: 2 · 2015: 1
- FWCI
- 6.09
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Intervention in School and Clinic (publishedVersion)
- Topics
- Social Sciences › Education › Collaborative Teaching and Inclusion
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Keywords
- textual adaptation, decision-making, students with disabilities, general education classrooms, reading support, special education services
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