Running Head: EFFECTIVE COMPREHENSION STRATEGIES FOR INCLUSION

Effective Comprehension Strategies in an Inclusive Classroom

Lauren Clark
Franciscan University

EFFECTIVE COMPREHENSION STRATEGIES FOR INCLUSION

Introduction
Teachers who strive to help their students reach their full potential and gain all the
knowledge they can are considered effective teachers. These educators go above and beyond to
modify and adapt instruction to make it easily understandable for all student needs. There are so
many different learning styles, and complications to understanding that some students struggle
with, that make it difficult to teach with a one-size fits all mind-set. The greatest teachers
individualize instruction and tailor their pedagogy to every student, recognizing them as a whole.
Comprehension strategies for inclusive classrooms are one specific way teachers can make sure
they are formulating a constructive environment, where all students are learning side-by-side,
whatever that may look like. In order to discover what the most effective comprehension
strategies are for a teachers classroom, the teacher must first know their students abilities and
disabilities. Educators can then credit their students skills and focus on strengthening their
weaknesses (McCloskey 2001).
Purpose
While there are many opportunities to teach comprehension strategies in a classroom
setting, students who have very diverse learning abilities can sometimes take longer to
comprehend topics presented. Students with disabilities and students who are typically
developing have different learning levels and although standards are to be met, educators have to
tailor instruction to the needs of all their students. For this reason, teachers have to become
creative thinkers and find different ways to combat this gap. Over the course of my research, I
would like to answer the question: what are the characteristics of effective comprehension
strategies in the inclusive classroom?

EFFECTIVE COMPREHENSION STRATEGIES FOR INCLUSION

In the research I have done so far, teachers have given effective ways to address
the issue of engagement and motivation in terms of helping students and closing that gap. These
teachers have used evidence-based teaching strategies to help students comprehend concepts
presented in their trade books, online and throughout the course of their units. I plan to continue
my research by compiling more scholarly artifacts written to inform educators of comprehension
strategies in the inclusive classroom and even in the general education classroom that can be
modified to meet the needs of all students using multimodal texts. Looking at the evidence
accumulated by other researchers, I intend on finding answers to my research question through
hypothetical data, and following the practices that have been established to work in the
classroom. I hope to teach in multiple settings in my future as a teacher and these strategies are
crucial to forming something as small as my lesson plan, all the way to customizing the inclusive
atmosphere I plan to foster in my classroom.
It is hypothesized in this study that comprehension strategies for literacy can be used to
motivated students by learning relevant and applicable topics through multimodal text. I predict
that classrooms with a wide variety of high quality texts, correct implementation of new
literacies, the ability to encounter peers as a resource through class discussion, students in an
inclusive classrooms will be motivated to learn, therefore comprehending material presented.
Review of Literature
Fostering an inclusive environment to help promote social engagement and literacy
learning of all students (p. 1). McCloskey (2001) pin points the inclusion in preschool writing
communities by following a specific student named Ray who struggles to engage with his peers.
Research was gathered through analyzing the IEP team that helped Ray to meet his IEP goals.
The researchers methodology behind this case study was to follow a group of students for two

EFFECTIVE COMPREHENSION STRATEGIES FOR INCLUSION

years of preschool and into their first year of kindergarten. Ray was the only one who spent his
third year in preschool (p. 55). To collect data, twice a week McCloskey would set herself up
outside the classroom for about an hour to take notes on the interaction Ray would have with his
peers. Beyond the classroom, this researcher would also sit in on conferences, IEP team meetings
and other gatherings to get the full sense of the student as a whole, as well as the writing
community being fostered in the classroom. Forming her conclusion, McCloskey writes, When
preschool teachers utilize an emergent perspective on literacy development, they can notice and
support the progress in learning that all students are making (p. 53). Overall, the results
determine that children who are struggling to succeed in literacy need teachers to credit their
skills and focus on strengthening their weaknesses.
The researcher did an excellent job of giving thorough examples of the specific students
interactions with his peers. Not only were there charts, but the article also contained word-forword conversations that Ray had with his peers so as to help the reader follow along with his
progress over the course of McCloskeys data collection. Along with the data, the researcher
compared her findings to Vygotsky, which made it that much more credible. Though most of this
article was informative, it could have defined the hypothesis more clearly. She seemed to give
lots of examples about the specific students IEP, however, both the abstract and the purpose of
the article never mentioned using an IEP to measure whether the student was engaged in the
writing communities. Furthering this case study could be done by looking at other writing
communities in different grade levels. This article specifically pin-points a group of
preschoolers, never specifying their genders, but looking into an older group of students could
expand the results and give an even stronger representation of the data collected. Overall, this
article was very professional and gave great insight into the inclusive preschool classroom. This

EFFECTIVE COMPREHENSION STRATEGIES FOR INCLUSION

will help me in my research to supplement comprehension, as the article said, by focusing on the
students strengths and working on their weaknesses.
Using digital tools to help enhance and engage the curriculum has been a common trend
among schools in the 21-century. In 2015, Price-Dennis, Holmes, and Smith followed a fifth
grader, Lee, who has a learning disability by observing her in the inclusive education classroom.
Lees teacher hoped to generate an environment of emerging community [members] of practice,
centered on digital literacies (p. 196). In order to form their rubric, these researchers applied the
International Literacy Association (ILA) and National Council of Teachers of Englishs (NCTE)
stance on pedagogical literacy to define their objectives in observing this particular student in an
inclusive classroom. To put it in more specific terms, Price-Dennis, Homes and Smith feel that
all students should be able to receive instruction based on the new literacies available during the
21st century in order to make real-world connections and deepen understanding (p. 196). After
supporting their inquiries with digital approaches and fostering the idea that students need to lead
learning as well, be it questioning themselves or making connections, the researchers were able
to come to a conclusion. Lee and her fellow classmates learn together as peers, teachers and,
perhaps most importantly, co-constructors of learning in an inclusive classroom where
everyones thoughts are heard, valued, and respected (p. 205).
The authors of this article did a phenomenal job with their articulation of what 21stcentury literacy approaches are, and how these approaches should be implemented. The end
result of students leading learning and being informed of real world situations to apply to their
projects was completely research based. This is not the first article that has indicated using real
world examples in order to foster skills for the future, and as a result of this tactic, has always
had positive student response. Through analyzing the text, one could have a hard time finding the

EFFECTIVE COMPREHENSION STRATEGIES FOR INCLUSION

methodology or the tools used to facilitate the research, because the authors talk quite a bit about
different theories they relied on, but not necessarily saying they combined definitions to form
their own, or anything to that effect. Other than that, this article is inspiring and can be used for
any teacher to further their knowledge on technology based instruction or even to pull activities
from for future projects. The options are endless. Overall, this research could be modified for all
different grade levels. However, it might be helpful to look at different demographics, because
some schools may not have access to the types of technology discussed in this article. And if the
students did not have the resources, what would the study look like? I think this article can really
help me answer my research question just by applying technology when possible. Of course, it
should never be over done or used to teacher the class for you, but when used correctly, it can
enhance instruction, therefore solidifying information.
In order to participate in class discussion and form a stance on topics, students need to be
able to communicate their thoughts. This pertains especially to students who have limited ability
communicating. One article written by Morlock et. al (2015), includes video modeling and word
identification as a strategy to engage students with Autism and help them comprehend more
literacy components. In this study, three high school males with Autism Spectrum Disorder
(ASD) are observed and data is collected on their response. Each student watched videos on a
computer that was tailored to their specific needs (p. 103). Researchers used a multibaseline
experimental design to evaluate the effects of video modeling to teach the students specific
words (p.104-105). Sals word recognition increased by 75%, Jacks increased by 100% and
Trevors increased by 80%. Researchers concluded that more implementation of the software
needed to be conducted, along with realistic application of the reading skills in the classroom to
get a better sense of how it would work naturally (p. 110).

EFFECTIVE COMPREHENSION STRATEGIES FOR INCLUSION

Currently, this article is so applicable to the classroom and that definitely makes it more
valuable. The idea for this study was well thought out and effective. However, because the
methods used to collect accuracy scores may have impacted the effects of the intervention, it
does not seem to hold very much credibility. This article has many key points that could be very
effective in the classroom. I myself have experienced video modeling and its success, but I do
not think this article does the research justice. To further their future results, these researchers
should use more than one gender and age to see if the software is appropriate for any age or if it
can be modified. I think this article can help me write my paper because technology is becoming
more and more popular in the classroom and the articles purpose for using video modeling is to,
overall, help with comprehension.
When looking to engage students paired with furthering their education in this day and
age, one might turn to technology. Withey (2016) provides insight into children who have Autism
and how specific apps can help the whole child. The rationale behind this theory is, technology
has been found to increase student engagement and to facilitate independent learning. In
additiontechnology motivates and engages students as it has the potential to spark interest in
social interaction and to develop emotional growth (p. 2). The implementation of this inclusive
approach includes four steps: the how students will be using this technology, making sure
software is age appropriate, the setting technology will be used in, and the application of this
technology in social situations (p. 3). After all rules and routines are clear, the implementers of
this software can create the checklist provided in the article to make sure that the technology
continues to be suitable for the student. After this, students meaningfully interact with and learn
from the material teachers have intentionally included in the classroom (NAEYC, 2009) (p. 5).

EFFECTIVE COMPREHENSION STRATEGIES FOR INCLUSION

In other words, there were no conflicts to this study and the straight forward implementation of
these goals help keep it effective.
This article was very direct and easy to read. Any teacher could use this when they find
themselves wondering how to further the social skills of their student with Autism. As straight
forward and useful the article was, there could have been more information about the way
research was conducted to better understand the authors theory. I think that could further the
research or add to the article if she put more information about how she collected her own data.
Obviously this particular article is based on social skills development which is a crucial part in
participation in the classroom, which, in turn, helps make connections and form perspectives
when using ones peers as a resource, but this author could have taken it a step further and
focused on apps that develop social skills in small groups and how that can effect the students
comprehension. I might be thinking more in terms of my own question, however, I think this
article would be very useful in my paper because it directly deals with students who have special
needs and how they sometimes need accommodations in order to better their understanding of
how to interact which can lead to comprehension and participation in the classroom. This all
correlates to using one another to form opinions and inferences helping each other understand
concepts being taught in the classroom. Overall, this article was well written and I believe it will
help me, more broadly, to answer my research question.
Methodology
Hypothetical research will be described for this section, because there has not been a
study conducted on this specific question, yet. This hypothetical study would include participants
from two different schools. One school would be from a suburban area with average performance
scores and the other school would be an underperforming intercity school that lacks new literacy

EFFECTIVE COMPREHENSION STRATEGIES FOR INCLUSION

curriculum. From each school this study would survey three inclusive language arts classrooms
with ages ranging from first to fourth grade. These classrooms would include students of
numerous racial and ethnic backgrounds, multiple ranges of abilities, both female and male
students, and a wide variety of learning preferences.
The first week would be comprised of observation and data collection on the
comprehension strategies already being used in the classrooms chosen for this study. The second
week, students would take a survey to determine what strategies they feel work best for them,
where they feel they need help to understand concepts better, and how they learn best.
After compiling the results of these surveys, and reviewing the beginning of the year
scores for the students, researchers would come up with three different comprehension strategies,
based on student need, to implement into these six classrooms. Each strategy would be described
in detail to the teacher and help, to prepare lesson plans and/or tangible objects to aid in
solidifying instruction, would be offered to each teacher. Every strategy would take about one to
three weeks to fully implement. In total, nine weeks to implement all three comprehension
strategies.
Following each strategy, students will be tested on their knowledge of the content. One
scenario could include students learning about the digraph th. If teachers used a comprehension
strategy to teach the concept th, then students would be tested on that specific concept. Based on
the test results, teachers and researchers could determine whether or not the strategy was
effective, or what they could do differently if using that strategy in the future. By analyzing all
the data and resources collected over the course of this study, researchers can better understand
the rationale behind comprehension strategies, especially the three chosen, and how this can

EFFECTIVE COMPREHENSION STRATEGIES FOR INCLUSION

10

better prepare students for tests, either formative or summative, or skills students may need to
excel in for the future.
Findings
The conclusions of this study are taken from a variety of sources and inferences made by
researchers. Often times teachers use a method called drill and practice to solidify information
when teaching concepts in a classroom. This might seem like the best option for students of
varying disabilities, but more likely then not students will be prone to participate more fully
when instruction is interesting and relatable. According to Price-Dennis, Holmes, and Smith
(2015), using real world examples to make connections fosters skills for the future, and as an
outcome obtains positive student response. Using ones own experiences to build ones schema
can make all the difference in a class discussion. Enabling each student to use their peers as a
resource, and learn about/from one another is a skill that goes beyond the classroom and into the
real world. This is the first strategy that would be implemented by teachers to improve
comprehension.
For the next approach, there are a few pieces of research that work together to incorporate
a comprehensive strategy to use in a classroom setting. Technology, when used correctly, can
enhance instruction and solidify information in students long term memory to retrieve in the
future and build off with new concepts. Author Morlock et. al (2015), presents video modeling
and word identification as a strategy to help students comprehend certain aspects of literacy more
fully. As an extension of this, author, Withey (2016) provides important detail into the strategy
above in order to participate in classroom discussion, peers have to be able to communicate.
Withey stresses the significance of using specific apps that focus on the whole child, to aid in the
communication of student with Autism. She defends her stance by explaining, technology has

EFFECTIVE COMPREHENSION STRATEGIES FOR INCLUSION

11

been found to increase student engagement and to facilitate independent learning. In addition,
technology motivates and engages students as it has the potential to spark interest in social
interaction and to develop emotional growth. The implementation of this inclusive approach
includes four steps: the how students will be using this technology, making sure software is
age appropriate, the setting technology will be used in, and the application of this technology in
social situations (p. 3). Teachers operate user friendly applications with Autistic students to
enable whole-group discussions with maximum participation and understanding.
The next portion of using technology as a comprehension strategy in an inclusive
classroom is being able to modify and adapt instruction more readily, while still enhancing and
differentiating instruction to the whole class. In a study done by Price-Dennis, Holmes, and
Smith (2015), they articulate the importance of using new literacies in order to make real-world
connections and deepen understanding. Supporting their inquiries with digital approaches and
promoting a classroom full of students who question themselves or make connections based on
students leading learning, the researchers were able to come to a conclusion. Classmates and
teachers should be learning together as co-constructors, taking ownership for their own ideas in
an inclusive classroom where everyones thoughts are heard, valued, and respected (p. 205).
As these articles have expressed, using these strategies as a way to support student
comprehension and application, has had success in the inclusive classroom setting. Students have
been receptive to the peers leading learning, using technology tools to aid communication and
relating instruction real-world experiences all solidify student understanding and help them to
extend their learning into their future classrooms as well.
Recommendations

EFFECTIVE COMPREHENSION STRATEGIES FOR INCLUSION

12

While many teachers are giving of their time and energy without limitation to provide a
successful and motivating environment full of new literacies and technology tools, some teachers
feel as though they are doing enough and even that is too time consuming. Teachers commitment
and efforts can enhance research, make students more receptive and willing to succeed. Further
research would have to be conducted with compliant teachers and struggling students, and the
correlation to support student scores.
If the study had actually been implemented, it could have demonstrated which strategy
was most effective and how each strategy was received by students. Each teacher would
probably have a slightly different approach to implementation which could effect student interest
positively or negatively. Due to the fact that the study was hypothetical, many of the findings
could vary due to the lack of raw data, such as strategies teachers are already using in the
classroom, access to technology or resources in general, etc.

EFFECTIVE COMPREHENSION STRATEGIES FOR INCLUSION

13

Appendix
Strategy Survey
Teacher: _________________________________
School: __________________________________
Grade: __________________________________
When you are learning about concepts in literacy, what strategies do you feel work best for you?
Circle all that apply.
1.
2.
3.
4.
5.
6.
7.
8.
9.

Taking notes on paper

Typing notes
Lecture
Include examples teachers are currently using in their classroom
Watching a video
Songs
Centers
Independently working
Group Work

What areas of literacy do you feel you need most help with? Circle all that apply.
1.
2.
3.
4.
5.
6.
7.
8.
9.

Letter Names
Letter Sounds
Sounding out the words
Reading sentences
Reading sight words
Reading books
Reading on a computer screen
Reading in a book
Reading nonsense words

How do you learn best?

1.
2.
3.
4.
5.
6.
7.
8.

When there is music?

When it is quiet?
In the classroom?
On your own?
Direct Instruction from the Teacher?
On the computer?
Playing a game?
Checklist

EFFECTIVE COMPREHENSION STRATEGIES FOR INCLUSION

9. Filling in a graphic organizer?

14

EFFECTIVE COMPREHENSION STRATEGIES FOR INCLUSION

15

References
Ferreri, A. (2009). Including Matthew: Assessment-guided differentiated literacy instruction.
Teaching Exceptional Children Plus, 5, 1-12.
Hagood, M., Provost, M., Skinner, E., & Egelson, P. (2007). Teachers & students literacy
performance in & engagement with new literacies strategies in underperforming middle
schools. Middle Grades Research Journal, 3, 57-95.
McCloskey, E. (2011). Inclusion as an instructional approach: Fostering inclusive writing
communities in preschool classrooms. Journal of Early Childhood Literacy, 12, 46-68.
Morlock, et al. (2015). Video modeling and word identification in adolescents with Autism
Spectrum Disorder. Child Language Teaching and Therapy, 3, 101-111.
Price-Dennis, D., Holmes, K., Smith, E. (2015). Exploring digital literacy practices in an
inclusive classroom. The Reading Teacher, 60, 195-205.
Withey, K. (2016). Using apps to develop social skills in children with Autism Spectrum
Disorder. Hammill Institute on Disabilities, 1, 1-6.