Reading Instruction for the Struggling Reader: Implications for Teachers of Students with Learning Disabilities or Emotional/Behavioral Disorders

2002 ◽  
Vol 46 (4) ◽  
pp. 158-162 ◽  
Author(s):  
Terry S. Atkinson ◽  
Kathi L. Wilhite ◽  
Laura M. Frey ◽  
Sarah C. Williams
Keyword(s):  
Learning Disabilities ◽  
Reading Instruction ◽  
Behavioral Disorders ◽  
Emotional Behavioral Disorders ◽  
Students With Learning Disabilities ◽  
Struggling Reader

Teacher Certification Area and the Academic Outcomes of Students With Learning Disabilities or Emotional/Behavioral Disorders

2019 ◽  
Vol 54 (1) ◽  
pp. 40-50 ◽  
Author(s):  
Allison F. Gilmour
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
General Education ◽  
Behavioral Disorders ◽  
Teacher Certification ◽  
Teaching Quality ◽  
Emotional Behavioral Disorders ◽  
Students With Learning Disabilities ◽  
Certified Teachers ◽  
Certified Teacher

Special education certification is used as an indicator of teaching quality in research, practice, and policy. This study examined whether elementary and middle school students with learning disabilities (LD) or emotional/behavioral disorders (EBD) scored better on state math and English language arts (ELA) assessments in years when they were taught by a teacher certified in special education or dual-certified in special education and another area compared to years when they were taught by general education–certified teachers. For most student groups, academic achievement appeared unrelated to teacher certification type. Students with LD and higher academic skills appeared to benefit from having a dual-certified teacher over a general education–certified teacher in ELA. Lower achieving students with EBD scored worse in math when they were taught by special education–certified teachers instead of general education–certified or dual-certified teachers. Implications for indicators of teaching quality in special education are discussed.

Communication Technology Integration in the Content Areas for Students with High-Incidence Disabilities

2012 ◽  
pp. 168-195
Author(s):  
Anna S. Evmenova ◽  
Michael M. Behrmann
Keyword(s):  
Learning Disabilities ◽  
Behavioral Disorders ◽  
Technology Implementation ◽  
Emotional Behavioral Disorders ◽  
Instructional Technologies ◽  
Students With Learning Disabilities ◽  
School Settings ◽  
High Incidence ◽  
High Incidence Disabilities

A myriad of assistive/instructional technologies are available for students with high-incidence disabilities (Learning Disabilities/Emotional/Behavioral Disorders), but which do teachers actually use to teach content? This case study examines the current assistive technology implementation by teachers working with students with learning disabilities and emotional/behavioral disorders. Through the chapter, one can learn about top technologies used in elementary, middle, and high school settings in language arts, math, science, and social studies, as well as discover creative and innovative ways to use assistive and instructional devices/programs in content coursework.

Communication Technology Integration in the Content Areas for Students with High-Incidence Disabilities

2013 ◽  
pp. 26-53
Author(s):  
Anna S. Evmenova ◽  
Michael M. Behrmann
Keyword(s):  
Learning Disabilities ◽  
Behavioral Disorders ◽  
Technology Implementation ◽  
Emotional Behavioral Disorders ◽  
Instructional Technologies ◽  
Students With Learning Disabilities ◽  
School Settings ◽  
High Incidence ◽  
High Incidence Disabilities

A myriad of assistive/instructional technologies are available for students with high-incidence disabilities (Learning Disabilities/Emotional/Behavioral Disorders), but which do teachers actually use to teach content? This case study examines the current assistive technology implementation by teachers working with students with learning disabilities and emotional/behavioral disorders. Through the chapter, one can learn about top technologies used in elementary, middle, and high school settings in language arts, math, science, and social studies, as well as discover creative and innovative ways to use assistive and instructional devices/programs in content coursework.

Communication Technology Integration in the Content Areas for Students with High-Incidence Disabilities

2013 ◽  
pp. 58-85
Author(s):  
Anna S. Evmenova ◽  
Michael M. Behrmann
Keyword(s):  
Learning Disabilities ◽  
Behavioral Disorders ◽  
Technology Implementation ◽  
Emotional Behavioral Disorders ◽  
Instructional Technologies ◽  
Students With Learning Disabilities ◽  
School Settings ◽  
High Incidence ◽  
High Incidence Disabilities

A myriad of assistive/instructional technologies are available for students with high-incidence disabilities (Learning Disabilities/Emotional/Behavioral Disorders), but which do teachers actually use to teach content? This case study examines the current assistive technology implementation by teachers working with students with learning disabilities and emotional/behavioral disorders. Through the chapter, one can learn about top technologies used in elementary, middle, and high school settings in language arts, math, science, and social studies, as well as discover creative and innovative ways to use assistive and instructional devices/programs in content coursework.

Science, Technology, Engineering, Arts, and Mathematics Remote Instruction for Students With Disabilities

2021 ◽  
pp. 105345122110018
Author(s):  
Jonte C. Taylor ◽  
Jiwon Hwang
Keyword(s):  
Learning Disabilities ◽  
Students With Disabilities ◽  
Behavioral Disorders ◽  
Teaching And Learning ◽  
Emotional Behavioral Disorders ◽  
Students With Learning Disabilities ◽  
Science Technology ◽  
The Arts ◽  
And Mathematics ◽  
Learning Frameworks

The need for all students to have science, technology, engineering, arts, and mathematics (STEAM) experiences has translated into research examinations of what strategies and practices work in learning STEAM-related concepts and ideas. Through research, effective frameworks, strategies, and additional considerations have been identified for teaching and learning STEAM for students with learning disabilities and emotional/behavioral disorders. Along with understanding how to apply teaching and learning frameworks and using specific strategies for science, technology, engineering, the arts, and mathematics, the authors provide details on how to differentiate instruction for remote teaching.

scholarly journals Effects of a Peer-Tutorial Reading Racetrack on Word Fluency of Secondary Students With Learning Disabilities and Emotional Behavioral Disorders

2021 ◽  
Vol 12 ◽  
Author(s):  
Anne Barwasser ◽  
Karolina Urton ◽  
Matthias Grünke
Keyword(s):  
Learning Disabilities ◽  
Secondary Students ◽  
Behavioral Disorders ◽  
Word Reading ◽  
Emotional Behavioral Disorders ◽  
Students With Learning Disabilities ◽  
Word Fluency ◽  
Baseline Design ◽  
Positive Effects ◽  
Reading Support

Reading difficulties that are not addressed at the primary level continue to exist at the secondary level with serious consequences. Thus, it is important to provide struggling students with specific reading support. In particular, many students with learning disabilities (LD) and emotional behavioral disorders (EBD) demonstrate reading obstacles and are at risk for motivation loss. A multiple baseline design was used to evaluate the effects of a motivational reading racetrack as peer-tutoring on the word reading skills of secondary students with LD with and without EBD. The intervention was conducted through 4–5 baseline and 16–18 reading units three times a week for 15 min over 8 weeks. The results showed positive effects indicating a highly effective treatment. In addition, follow-up results were also promising. Our findings indicate that this multicomponent intervention has a positive effect on the word fluidity of low-achieving students in secondary education with LD and/or EBD.

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.

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