Reading Comprehension Instruction for Adolescents with Learning Disabilities: A Reality Check

Reading comprehension is a significant concern for adolescents with learning disabilities (LD), particularly in secondary schools in the United States (US) where content is taught primarily through textbooks. Surprisingly little is known about the actual reading instruction for students with LD in s...

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Bibliographic Details
Published in:Education sciences 2015-12, Vol.5 (4), p.413-439
Main Authors: Ko, Tiffany, Tejero Hughes, Marie
Format: Article
Language:English
Subjects:
Academic Achievement
Adolescents
comprehension
Content Area Reading
Disabilities
High School Students
Instructional Leadership
Instructional Materials
Interviews
Learning Activities
Learning Disabilities
Literacy
Observation
Oral Reading
Prior Learning
Program Effectiveness
Questioning Techniques
reading
Reading Comprehension
Reading Instruction
Secondary school students
Secondary School Teachers
Special education
Special Education Teachers
Teaching Methods
Urban Schools
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Summary:Reading comprehension is a significant concern for adolescents with learning disabilities (LD), particularly in secondary schools in the United States (US) where content is taught primarily through textbooks. Surprisingly little is known about the actual reading instruction for students with LD in secondary classrooms. Thus, the purpose of this study was to examine the reading comprehension instruction in US secondary special education classrooms. Eight special education teachers in urban high schools were observed and interviewed. Findings showed that teachers implemented a number of reading comprehension practices, not all were considered "best practice". The most frequently observed practices included reading aloud, questioning, seatwork, activating prior knowledge, and using graphic organizers. Explicit instruction in how and when to use reading comprehension strategies, however, was not observed. This study reveals the extent to which evidence-based reading comprehension practices are not making their way into secondary reading classrooms and offers insight into factors that teachers state as influencing their instruction for students with LD.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci5040413