| Title: |
Integrating HOTs in Reading Comprehension in Inclusive Classrooms: Implications from a Dyslexia Study |
| Language: |
English |
| Authors: |
Saw Tuan Cheng; Sim Joong Hiong; Esther Gnanamalar Sarojini Daniel |
| Source: |
Journal of International and Comparative Education. 2024 13(2):127-152. |
| Availability: |
University of Malaya Press. Kuala Lumpur, Malaysia 50603. e-mail: jice@um.edu.my; Web site: http://jice.um.edu.my/ |
| Peer Reviewed: |
Y |
| Page Count: |
26 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education |
| Descriptors: |
Foreign Countries; Dyslexia; Elementary School Students; Elementary School Teachers; Special Education Teachers; Thinking Skills; Reading Comprehension; Inclusion; Drama Education; Learning Strategies; Interdisciplinary Approach; Teacher Attitudes |
| Geographic Terms: |
Malaysia |
| ISSN: |
2232-1802; 2289-2567 |
| Abstract: |
This article describes the qualitative phase of a larger intervention study, where pupils with learning disabilities (nine dyslexic pupils) were engaged in a pedagogically blended 'Reread-Adapt and Answer-Comprehend' (RAAC) and Theatre Art activities to enhance Higher Order Thinking Skills (HOTs) in reading comprehension. Data from pupils' answers in the reading comprehension passages, interviews with the Special Education Needs (SEN) teacher and observations were collected. Qualitative analysis based upon pre-determined categories of learning strategies from literature revealed pupils' application of HOTs in reading comprehension. Drawing from this study, the importance of addressing HOTs in reading comprehension among mainstream and SEN pupils and other implications for inclusive classrooms are discussed. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1445654 |
| Database: |
ERIC |