Teaching Social Studies to Upper Elementary Students With Learning Disabilities

Making inferences during reading is a critical standards-based skill and is important for reading comprehension. This article supports the improvement of reading comprehension for students with learning disabilities (LD) in upper elementary grades by reviewing what is currently known about inference instruction for students with LD and providing detailed suggestions and a five-step process for teaching students to make text-connecting and knowledge-based inferences while reading. By bolstering this key reading comprehension skill in the upper elementary grades, teachers can better prepare students for the increased reading comprehension demands of middle school.

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Virtual Reading Lessons for Upper Elementary Students with Learning Disabilities

Intervention in School and Clinic ◽

10.1177/10534512211001865 ◽

2021 ◽

pp. 105345122110018

Author(s):

Kat D. Alves ◽

John Elwood Romig

Keyword(s):

Learning Disabilities ◽

Elementary Students ◽

Lesson Plan ◽

Reading Development ◽

Upper Elementary ◽

Evidence Based ◽

Students With Learning Disabilities ◽

Evidence Based Practices ◽

Students With Ld ◽

Development Of Students

Students with learning disabilities (LD) often face significant difficulties in reading. Research has found a variety of different evidence-based practices to support the reading development of students with LD in areas such as word work, vocabulary, and reading comprehension. However, these practices are most often intended for use in traditional settings and not necessarily virtual settings. This article translates traditionally in-person instruction for students with LD to an online synchronous format through a sample lesson plan sequence for students in third through fifth grades and provides resources for teachers to support their implementation of online instruction for upper elementary students with LD.

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Examining Technical Adequacy of Vocabulary-Matching Curriculum-Based Measurement in Social Studies for Students with Learning Disabilities

Korean Journal of Special Education ◽

10.15861/kjse.2015.50.2.87 ◽

2015 ◽

Vol 50 (2) ◽

pp. 87-105

Author(s):

Seungsoo Yeo

Keyword(s):

Learning Disabilities ◽

Social Studies ◽

Curriculum Based Measurement ◽

Students With Learning Disabilities ◽

Technical Adequacy

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Using Teacher-Guided Practice to Help Students with Learning Disabilities Acquire and Retain Social Studies Content

Learning Disability Quarterly ◽

10.2307/1511090 ◽

1997 ◽

Vol 20 (1) ◽

pp. 23-32 ◽

Cited By ~ 5

Author(s):

Pamela Hudson

Keyword(s):

Learning Disabilities ◽

Social Studies ◽

Effective Teaching ◽

Teacher Feedback ◽

Instructional Sequence ◽

Students With Learning Disabilities ◽

Teaching Techniques ◽

Guided Practice ◽

New Material ◽

Student Practice

This study investigated the application of effective teaching techniques and instructional sequence, previously found effective in skill instruction (e.g., Rosenshine, 1986a), to social studies lectures. Only the presentation of new material (lecture) and guided practice of the effective teaching instructional sequence was the focus. Techniques used in this phase of the instructional sequence included breaking the lecture into smaller units of information and following each unit of information with student practice and teacher feedback. The results suggest that when effective teaching techniques are used during the presentation (lecture) and guided-practice phase of instruction, students with learning disabilities perform significantly better on unit and maintenance class measures. These findings build on a study conducted by Hudson (1996), in which effective teaching techniques (i.e., student practice and teacher feedback) were successfully used at the prelesson phase of instruction.

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