Using Collaborative Strategic Reading (CSR) to enhance achievement in reading comprehension of students with learning disabilities in Lagos State, Nigeria

Abstract

Collaborative Strategic Reading (CSR) is an instructional strategy designed to help students with culturally and linguistically diverse abilities and students with learning disabilities and other disabilities acquire and practice
comprehension strategies for use with informational text (Klingner & Vaughn, 1996). CSR was adapted from reciprocal teaching, an instructional activity that involves a dialogue between teacher and students. In reciprocal teaching, the teacher and students take turns assuming an instructional role in leading the dialogue (Palincsar, 1986).