The Effects of the Modified GIST Strategy on the Reading Comprehension of English Language Learners with Disabilities

Abstract

A single-subject multiple-probe multiple-baseline study was designed to investigate the effects of the Modified GIST Strategy on the summarizing skills of five English language learners with disabilities between the ages of 15 and 17 years old. The five participants were in grades nine through 11 and were enrolled in both an English class as well as a reading remediation class. The participants were enrolled in a public high school located in a diverse school district near a metropolitan city in the Mid-Atlantic area of the United States. The participants were pulled from remedial reading courses for approximately 22 individual sessions with the researcher in the reading resource room and school library.