scholarly journals Exploring the Factors Affecting the Gap on Literacy Skills among Students with Learning Disabilities: A Case Study

2019 ◽  
Vol 8 (3) ◽  
Author(s):  
Nur Farhana Mohamed Zaki ◽  
Nor Aniza Ahmad ◽  
Muhammad ‘Ilman Mohamed ‘Ashri
Keyword(s):  
Learning Disabilities ◽  
Literacy Skills ◽  
Students With Learning Disabilities ◽  
Factors Affecting

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.

Elementary Grade Intervention Approaches to Treat Specific Learning Disabilities, Including Dyslexia

2018 ◽  
Vol 49 (4) ◽  
pp. 829-842 ◽  
Author(s):  
Stephanie Al Otaiba ◽  
Amy Gillespie Rouse ◽  
Kristi Baker
Keyword(s):  
Learning Disabilities ◽  
Professional Learning ◽  
Technical Assistance ◽  
Illustrative Case ◽  
Students With Learning Disabilities ◽  
Writing Interventions ◽  
Elementary Grade ◽  
Illustrative Case Study ◽  
Intensive Reading

PurposeThe purpose of this narrative review of the literature is to provide a description of intensive interventions for elementary grade students with dyslexia, students with learning disabilities, and students with intensive reading and writing needs.MethodFirst, we provide a brief overview of response to intervention. Second, we explain our theoretical framework for the review. Third, we describe evidence-based interventions, which are divided into predominantly reading or writing interventions. Fourth, we explain data-based individualization for these programs based on a taxonomy of intensity, and we provide an illustrative case study.ConclusionWe conclude by describing a set of links to websites and technical assistance resources that may be helpful for speech-language pathologists, teachers, and other interventionists to stay current with this research base and to lead professional learning communities.

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.

Using iPads to Support K-12 Struggling Readers

2015 ◽  
pp. 296-309 ◽  
Author(s):  
Carrie E. Hong ◽  
Salika A. Lawrence ◽  
Geraldine Mongillo ◽  
Marie Donnantuono
Keyword(s):  
Learning Disabilities ◽  
Struggling Readers ◽  
State Standards ◽  
Literacy Skills ◽  
Literacy Teachers ◽  
Students With Learning Disabilities ◽  
Study Results ◽  
The Common ◽  
Educational Applications ◽  
K 12

This chapter focuses on the use of iPad technology and educational applications to assist struggling K-12 readers. Based on research at a university reading clinic, this chapter offers strategies for selecting, evaluating, and incorporating this technology into literacy instruction. The chapter includes suggestions for educators that offer examples of how specific apps were used successfully as well as the alignment to the Common Core State Standards during the lesson. Further, an evaluation rubric created based on the study results will help literacy teachers identify the app features that both motivate students and target specific literacy skills so that they can offer more tailored instruction for struggling readers. Finally, the implications of this study suggest that more research is required to learn how the use of digital tablets, particularly for students with learning disabilities, allows for individualized and modified instruction for students with diverse needs.

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