Promoting Content Knowledge of Secondary Students With Learning Disabilities Through Comprehension Strategies
Keyword(s):
Students with learning disabilities struggle with basic comprehension skills across all content areas. By pairing comprehension strategies with content instruction, secondary content area teachers can strengthen students’ reading skills and content knowledge. This article provides an overview of two comprehension strategies, anticipation guides and double entry journals, that align with research-based recommendations in adolescent literacy and that can be employed across the primary content areas (i.e., English language arts, social/global studies, mathematics, and science).
2021 ◽
Vol 26
(1)
◽
2017 ◽
Vol 53
(1)
◽
pp. 36-43
◽
2021 ◽
1997 ◽
Vol 18
(4)
◽
pp. 198-213
◽
2000 ◽
Vol 15
(3)
◽
pp. 160-167
◽
2012 ◽
Vol 27
(2)
◽
pp. 90-101
◽