View in EDS

Integrating HOTs in Reading Comprehension in Inclusive Classrooms: Implications from a Dyslexia Study

Saved in:
Bibliographic Details
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1445654
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1445654
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Integrating HOTs in Reading Comprehension in Inclusive Classrooms: Implications from a Dyslexia Study
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Saw+Tuan+Cheng%22">Saw Tuan Cheng</searchLink><br /><searchLink fieldCode="AR" term="%22Sim+Joong+Hiong%22">Sim Joong Hiong</searchLink><br /><searchLink fieldCode="AR" term="%22Esther+Gnanamalar+Sarojini+Daniel%22">Esther Gnanamalar Sarojini Daniel</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+International+and+Comparative+Education%22"><i>Journal of International and Comparative Education</i></searchLink>. 2024 13(2):127-152.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: University of Malaya Press. Kuala Lumpur, Malaysia 50603. e-mail: jice@um.edu.my; Web site: http://jice.um.edu.my/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 26
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Drama+Education%22">Drama Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Malaysia%22">Malaysia</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2232-1802<br />2289-2567
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1445654
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1445654
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 26
        StartPage: 127
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Dyslexia
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Drama Education
        Type: general
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Interdisciplinary Approach
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Malaysia
        Type: general
    Titles:
      – TitleFull: Integrating HOTs in Reading Comprehension in Inclusive Classrooms: Implications from a Dyslexia Study
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Saw Tuan Cheng
      – PersonEntity:
          Name:
            NameFull: Sim Joong Hiong
      – PersonEntity:
          Name:
            NameFull: Esther Gnanamalar Sarojini Daniel
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 2232-1802
            – Type: issn-electronic
              Value: 2289-2567
          Numbering:
            – Type: volume
              Value: 13
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Journal of International and Comparative Education
              Type: main
ResultId 1