Using Computers to Assist in Reading Instruction for Children with Learning Disabilities

1992 ◽  
pp. 159-181 ◽  
Author(s):  
Joseph K. Torgesen ◽  
Neal M. Horen
Keyword(s):  
Learning Disabilities ◽  
Reading Instruction

Increasing Secondary Students’ Comprehension Through Explicit Attention to Narrative Text Structure

2021 ◽  
pp. 004005992110255
Author(s):  
Whitney Sommers Butler ◽  
Casey Hord ◽  
Susan Watts-Taffe
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
High School Students ◽  
Reading Instruction ◽  
Secondary Students ◽  
Text Structure ◽  
Literacy Skills ◽  
Students With Learning Disabilities ◽  
Narrative Texts ◽  
School Students

In spite of the prevailing assumption that formal reading instruction is no longer needed once adolescents reach high school, students at the secondary level still benefit from explicit reading instruction to continue developing advanced literacy skills enabling them to access complex narrative texts. This article argues for the importance of teachers to scrutinize the texts they plan to teach to determine what instruction and supports are needed to promote reading comprehension for students with learning disabilities. Specifically, this article examines how nonlinear text structures can challenge adolescent reading comprehension and illustrates explicit text structure instruction with three exemplar texts which use unconventional narrative patterns. The article emphasizes the importance of considering the qualitative features of texts to inform instruction to support reading comprehension for students with learning disabilities.

Culturally Responsive Reading Instruction for Students With Learning Disabilities

2017 ◽  
Vol 53 (3) ◽  
pp. 153-162 ◽  
Author(s):  
Lefki Kourea ◽  
Lenwood Gibson ◽  
Robai Werunga
Keyword(s):  
Learning Disabilities ◽  
Reading Instruction ◽  
Special Education Teachers ◽  
Culturally Responsive ◽  
Linguistically Diverse ◽  
Learning Needs ◽  
Students With Learning Disabilities ◽  
Environmental Support ◽  
Students With Ld ◽  
Context Specific

As student populations are becoming more diverse in ability and ethnicity across American classrooms, teachers are faced with instructional challenges in meeting their students’ learning needs. Challenges are heightened for general and special education teachers who teach students with learning disabilities (LD) and have a culturally and linguistically diverse background. This article analyzes three main domains of culturally responsive reading instruction for students with LD: (a) instructional delivery, (b) environmental support, and (c) curriculum context. Specific strategies and teaching tools are described in each domain to assist teachers in making their daily reading instruction more culturally responsive and relevant to the needs of their students.

Promises and Cautions regarding Using Response to Intervention with English Language Learners

2007 ◽  
Vol 30 (3) ◽  
pp. 213-218 ◽  
Author(s):  
Diane Haager
Keyword(s):  
Learning Disabilities ◽  
English Language Learners ◽  
Response To Intervention ◽  
Reading Instruction ◽  
Language Learners ◽  
English Language ◽  
Special Issue ◽  
Students With Learning Disabilities ◽  
Future Directions ◽  
Key Points

This article provides a commentary on issues regarding the use of response to intervention (RTI) with English language learners (ELLs). The commentary draws on current literature on reading instruction, ELLs, RTI, and students with learning disabilities and highlights key points from the articles in this special issue. The discussion includes future directions for research.

Reading Instruction in Science for Students With Learning Disabilities

2014 ◽  
Vol 38 (3) ◽  
pp. 160-173 ◽  
Author(s):  
Erica R. Kaldenberg ◽  
Sarah J. Watt ◽  
William J. Therrien
Keyword(s):  
Learning Disabilities ◽  
Reading Instruction ◽  
Students With Learning Disabilities
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