Reading Instruction for Students With Learning Disabilities

2016 ◽  
Vol 40 (1) ◽  
pp. 17-28 ◽  
Author(s):  
Melodee A. Walker ◽  
Elizabeth A. Stevens
Keyword(s):  
Learning Disabilities ◽  
Reading Instruction ◽  
Observation Data ◽  
Group Instruction ◽  
Students With Learning Disabilities ◽  
Research Findings ◽  
Research Questions ◽  
Critical Components ◽  
New Research ◽  
K 12

This article synthesizes observation studies investigating reading instruction for students with learning disabilities (LD) in Grades K–12. A systematic search of the literature between 1980 and 2014 resulted in the identification of 25 studies. In addition to replicating and extending E. A. Swanson’s synthesis, the research questions of studies from 1980 to 2014 were analyzed for trends and gaps in the research. Findings related to both E. A. Swanson’s replicated questions and several new research questions revealed that (a) only four observation studies met inclusion criteria between 2006 and 2014, (b) greater detail in observation data related to five critical components of reading were reported in studies since 2005, (c) the most frequently used grouping structure was whole-group instruction, and (d) the research questions and purposes of observation studies tend to be related to examining prevailing practices following legislative reform.

Implementing Asynchronous Instructional Materials for Students With Learning Disabilities

2021 ◽  
pp. 105345122110018
Author(s):  
Matthew L. Love ◽  
Kathy B. Ewoldt
Keyword(s):  
Learning Disabilities ◽  
Instructional Materials ◽  
Academic Standards ◽  
Asynchronous Learning ◽  
Student Needs ◽  
Students With Learning Disabilities ◽  
Learning Materials ◽  
Instructional Environments ◽  
Students With Ld ◽  
K 12

Online learning continues to be an increasingly popular option in K–12 and postsecondary settings As this trend continues, it is important that the developers of online instructional environments and materials proactively consider the needs of all students. This includes determining how special education and specially designed instruction can be provided in online environments. For students with learning disabilities (LD), a systematic process for determining whether available learning materials address academic standards and specific student needs is key. To support practitioner lesson planning, this column provides guidance for aligning asynchronous learning materials to academic standards and the needs of students with LD. Guidance for supplementing and augmenting available materials is also provided.

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.

Assistive Technology for Teacher Education

2010 ◽  
pp. 325-338
Author(s):  
Marcie M. Belfi ◽  
Kristen E. Jones
Keyword(s):  
Preservice Teachers ◽  
Learning Disabilities ◽  
Assistive Technology ◽  
Teacher Educators ◽  
Linguistically Diverse ◽  
Family Context ◽  
Culturally And Linguistically Diverse ◽  
Diverse Populations ◽  
Students With Learning Disabilities ◽  
K 12

The purpose of this chapter is to provide teacher educators with current research related to assistive technology (AT) in K-12 schools. The first two sections present findings from the literature, first related to providing AT to culturally and linguistically diverse populations within a family context, and secondly to helping students with learning disabilities use AT for writing. Implications for practice are discussed. This chapter concludes with an overview of a curriculum model for training preservice teachers to become familiar with AT across the lifespan, choose appropriate AT for their students, and be able to practically use AT in the classroom.

Small-Group Instruction for Students with Learning Disabilities: Observational and Incidental Learning

1992 ◽  
Vol 58 (4) ◽  
pp. 357-368 ◽  
Author(s):  
Marie C. Keel ◽  
David L. Gast
Keyword(s):  
Learning Disabilities ◽  
Time Delay ◽  
Small Group ◽  
Incidental Learning ◽  
Constant Time Delay ◽  
Constant Time ◽  
Probe Design ◽  
Group Instruction ◽  
Students With Learning Disabilities ◽  
Fifth Grade Students

This study evaluated the effectiveness and efficiency of constant time delay (a near errorless learning procedure) in a small-group instructional arrangement. Three fifth-grade students with learning disabilities were taught to recognize multisyllabic basal vocabulary words. A multiple-probe design across behaviors (word sets) was used to evaluate the procedure. Following instruction on each word set, students were assessed on their ability to recognize their own target words, recognize observational words, spell both target and observational words, and define both target and observational words. The results indicated that the constant time-delay procedure was reliably implemented and was effective in establishing criterion-level performance for all students with extremely low error percentages.

Observations of Students with Learning Disabilities in General Education Classrooms

1993 ◽  
Vol 60 (3) ◽  
pp. 249-261 ◽  
Author(s):  
Ruth McIntosh ◽  
Sharon Vaughn ◽  
Jeanne Shay Schumm ◽  
Diane Haager ◽  
Okhee Lee
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Classroom Climate ◽  
General Education Teachers ◽  
Student Behaviors ◽  
Students With Learning Disabilities ◽  
Classroom Activities ◽  
Teacher Observations ◽  
Climate Scale ◽  
K 12

This study examined 60 general education teachers' classrooms, K-12, that included students with learning disabilities. The study examined how general education teachers' behaviors toward mainstreamed students with learning disabilities compared with their behavior toward students without disabilities, and the interactions between students, and between students and teacher. Observations using the Classroom Climate Scale indicated that few teacher behaviors and classroom practices were different for the two groups of students. However, differences were found in student behaviors. Overall, students with learning disabilities interacted with the teacher, other students, and classroom activities at much lower rates than did other students.

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.

Hidden Disabilities

2022 ◽  
pp. 104-114
Author(s):  
Cheryl Irish
Keyword(s):  
Learning Disabilities ◽  
Students With Disabilities ◽  
Bachelor's Degree ◽  
Nonverbal Learning Disabilities ◽  
Students With Learning Disabilities ◽  
Post Secondary ◽  
Hidden Disabilities ◽  
Nonverbal Learning ◽  
Research Findings ◽  
The University

Students with disabilities are choosing post-secondary educational options at increasing rates. While students with learning disabilities are endeavoring to earn degrees, many have typically struggled to meet the academic requirements. Research findings suggest that appropriate academic support tailored to individual needs and provided throughout the course of study can be effective in assisting students to attain a bachelor's degree. Effective supports for college students with learning disabilities include strategies that allow for multiple means of engagement, representation, and expression. This chapter will explore the college journey of a young man with nonverbal learning disabilities. The characteristics of NVLD and how those characteristics were expressed in his life will be reviewed. The student and a professor from the university discuss specific supports that lessened the effects of deficient executive function and information processing. The author also shares how the ongoing supports provided in college facilitated the student's attainment of a bachelor's degree.

Sign in / Sign up

Export Citation Format

Share Document