Inference Instruction to Support Reading Comprehension for Elementary Students With Learning Disabilities

2016 ◽  
Vol 52 (5) ◽  
pp. 279-286
Author(s):  
Colby Hall ◽  
Marcia A. Barnes
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Elementary Students ◽  
Upper Elementary ◽  
Elementary Grades ◽  
Students With Learning Disabilities ◽  
Step Process ◽  
Comprehension Skill ◽  
Knowledge Based ◽  
Students With Ld

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.

Virtual Reading Lessons for Upper Elementary Students with Learning Disabilities

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.

Using Anticipation Guides to Support Comprehension of Science Informational Text

2018 ◽  
Vol 54 (3) ◽  
pp. 141-148
Author(s):  
Nicole S. Fenty
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Informational Text ◽  
Advance Organizers ◽  
Advance Organizer ◽  
Informational Texts ◽  
Students With Learning Disabilities ◽  
Text Types ◽  
Students With Ld

Students with learning disabilities (LD) in reading often struggle to succeed due to difficulties with reading comprehension. Comprehension difficulties can impact access to a variety of text types, including informational texts. Researchers suggest that students with LD in reading require explicit comprehension supports before, during, and after reading. This article outlines the use of a comprehension tool, anticipation guides (AGs), a type of advance organizer especially suited for use with informational text. A brief summary of the literature surrounding the use of advance organizers in elementary settings is provided. General steps for planning and adapting instruction using AGs are also included. In addition, planning and instructional steps are contextualized using a science illustration. Finally, conclusions are offered.

scholarly journals Using a Simultaneous Prompting Procedure to Improve the Quality of the Writing of Three Students with Learning Disabilities

2021 ◽  
Vol 14 (11) ◽  
pp. 81
Author(s):  
Kerstin Nobel ◽  
Anne Barwasser ◽  
Matthias Grünke ◽  
Kristie Asaro-Saddler ◽  
Bruce Saddler
Keyword(s):  
Learning Disabilities ◽  
Progress Monitoring ◽  
Upper Elementary ◽  
Elementary Level ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Simultaneous Prompting ◽  
Baseline Design ◽  
Students With Ld

The purpose of this experiment was to determine the effects of a simultaneous prompting procedure on the writing performance of three upper-elementary-level students diagnosed with learning disabilities (LD). Interventionists gave task directions followed by model prompts with a 0-s time delay to teach students composition. Non-targeted information related to the writing process was embedded in the form of progress monitoring. A multiple-baseline design across participants (AB) was used to assess the effectiveness of the intervention. Results indicate that the simultaneous prompting procedure positively affected the overall quality of writing of students with LD. Implications for practice and future research are discussed.

Reading Comprehension Strategies for Students With Learning Disabilities Who Are Emergent Bilingual

2020 ◽  
Vol 56 (1) ◽  
pp. 3-12
Author(s):  
Suheyla Sarisahin
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Comprehension Strategies ◽  
Students With Learning Disabilities ◽  
Reading Comprehension Strategies ◽  
Emergent Bilingual ◽  
Comprehension Skills ◽  
Students With Ld ◽  
Support Students ◽  
Reading Comprehension Skills

Teachers of students with learning disabilities (LD) who also are emergent bilingual (EB) are tasked with meeting students’ individual learning needs and developing academic language. Teachers require specialized knowledge in second-language acquisition and the specific learning strategies to support students’ learning disabilities. Reading comprehension skills are the foundational skills that students with LD who are EB most often need to improve. When working with students, research-based reading strategies to support their reading comprehension skills are critical, but must also support students’ developing English proficiency. This article identifies research-based reading comprehension strategies supportive of developing English proficiency that may be implemented for students with LD who are EB in the elementary grade levels. A self-evaluation tool is provided to guide teachers in helping their students to improve their reading comprehension skills while supporting their language development.

scholarly journals The Effects of Reading Fluency Interventions on the Reading Fluency and Reading Comprehension Performance of Elementary Students With Learning Disabilities: A Synthesis of the Research from 2001 to 2014

2016 ◽  
Vol 50 (5) ◽  
pp. 576-590 ◽  
Author(s):  
Elizabeth A. Stevens ◽  
Melodee A. Walker ◽  
Sharon Vaughn
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Reading Fluency ◽  
Performance Feedback ◽  
Word Reading ◽  
Performance Criterion ◽  
Cognitive Resources ◽  
Students With Learning Disabilities ◽  
Fluency And Comprehension ◽  
Students With Ld

Fluent word reading is hypothesized to facilitate reading comprehension by improving automatic word reading, thus releasing a reader’s cognitive resources to focus on meaning. Many students with learning disabilities (LD) struggle to develop reading fluency, which affects reading comprehension. This synthesis extends Chard, Vaughn, and Tyler’s (2002) review, synthesizing fluency intervention research from 2001 to 2014. The search yielded 19 studies examining reading fluency and comprehension outcomes of reading fluency interventions for students with LD in kindergarten through 5th grade. Results showed repeated reading (RR), multicomponent interventions, and assisted reading with audiobooks produced gains in reading fluency and comprehension. Providing a model of fluent reading and performance feedback, using easier level text, setting a performance criterion, and practicing RR with peers also contributed to improved outcomes. Findings suggest that RR remains the most effective intervention for improving reading fluency for students with LD. Limitations include sample size, only three group design studies, and infrequent use of standardized measures.

Reading and Writing Instruction in the Upper Elementary Grades

2016 ◽  
Vol 52 (5) ◽  
pp. 259-261 ◽  
Author(s):  
Jessica R. Toste ◽  
Stephen Ciullo
Keyword(s):  
Academic Success ◽  
Reading Skills ◽  
Word Reading ◽  
Literacy Skills ◽  
Upper Elementary ◽  
Elementary Grades ◽  
Students With Learning Disabilities ◽  
Reading And Writing ◽  
Students With Ld

This special issue of Intervention in School and Clinic supports the knowledge and skills of educators who provide reading and writing intervention to students with learning disabilities (LD) in the upper elementary grades. Grades 3 through 5 are critical to long-term academic success because, for many students with LD, foundational literacy skills are still developing during a time when reading and writing tasks become more challenging. In this issue, evidence-based instructional practices and strategies are presented. The articles in this issue include interventions for improving word reading skills, written expression, advanced reading comprehension, as well as motivation and self-determined learning. Detailed teaching steps, classroom examples, and suggestions for classroom resources are included.

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.

Using Graphic Novels to Engage Students With Learning Disabilities During Fluency Instruction

2019 ◽  
Vol 55 (5) ◽  
pp. 278-285
Author(s):  
Nicole S. Fenty ◽  
Melissa Brydon
Keyword(s):  
Learning Disabilities ◽  
Reading Fluency ◽  
Oral Reading ◽  
Graphic Novels ◽  
Reading Program ◽  
Reading Engagement ◽  
Students With Learning Disabilities ◽  
Fluency Instruction ◽  
Students With Ld ◽  
Good Reading

Strong oral reading fluency skills are an important indication of good reading. In addition, reading engagement is often correlated with reading success. Unfortunately, students with learning disabilities (LD) often struggle to read fluently and engage with text. Incorporating graphic novels as part of a comprehensive reading program may help support student engagement with text during reading fluency instruction. This article outlines how teachers can use graphic novels as part of a comprehensive reading program to help engage students with LD in reading during fluency instruction. A brief summary of the literature surrounding comprehensive fluency instruction and the use of graphic novels is provided. In addition, a scenario is provided to illustrate guidelines for fluency planning and instruction using graphic novels. Finally, conclusions are summarized.

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