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Syllable-Based Reading Strategy for Mastery of Scientific Information

Queens College of the City University of New York, abhattac{at}qc1.qc.edu

This article describes a strategic approach for reading and comprehending scientific information from a middle school science textbook. First, the word-reading skills of children with and without reading difficulties are compared. Second, studies investigating the effectiveness of a syllable-based reading approach on the word-reading skills of middle school children with reading difficulties are reviewed. Finally, the use of a syllable-based approach for reading and comprehending information from a middle school science textbook is described, with specific emphasis on learning words presented within and outside the context of text passages.

Remedial and Special Education, Vol. 27, No. 2, 116-123 (2006)
DOI: 10.1177/07419325060270020201


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