Teaching critical literacy skills to students with learning disabilities

1998 ◽  
Vol 3 (4) ◽  
pp. 20-24
Author(s):  
Bruce Allen Knight
Keyword(s):  
Learning Disabilities ◽  
Critical Literacy ◽  
Literacy Skills ◽  
Students With Learning Disabilities

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.

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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