Collaborative Strategic Reading (CSR): Improving Secondary Students' Reading Comprehension Skills (NCSET Research to Practice Brief)
Loading...
View/Download File
Persistent link to this item
Statistics
View StatisticsJournal Title
Journal ISSN
Volume Title
Title
Collaborative Strategic Reading (CSR): Improving Secondary Students' Reading Comprehension Skills (NCSET Research to Practice Brief)
Published Date
2002-07
Publisher
University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition (NCSET)
Type
Newsletter or Bulletin
Abstract
Description
A brief describing specifics of Collaborative Strategic Reading (CSR) implementation in the classroom, with references to further resources. CSR is a method of teaching reading comprehension that is effective with struggling readers, including secondary-age students with learning disabilities and those who are English Language Learners.
Related to
Replaces
License
Collections
Series/Report Number
NCSET Research to Practice Brief;Volume 1, Issue 2
Funding information
This report was supported in whole or in part by the U.S. Department of Education, Office of Special Education Programs, (Cooperative Agreement No. H326J000005). The opinions expressed herein do not necessarily reflect the policy or position of the U.S. Department of Education, Office of Special Education Programs, and no official endorsement by the Department should be inferred.
Isbn identifier
Doi identifier
Previously Published Citation
Other identifiers
Suggested citation
Kim, Ae-Hwa; Clapper, Ann T; Vaughn, Sharon; Bremer, Chris. (2002). Collaborative Strategic Reading (CSR): Improving Secondary Students' Reading Comprehension Skills (NCSET Research to Practice Brief). Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/172990.
Content distributed via the University Digital Conservancy may be subject to additional license and use restrictions applied by the depositor. By using these files, users agree to the Terms of Use. Materials in the UDC may contain content that is disturbing and/or harmful. For more information, please see our statement on harmful content in digital repositories.