Scaffolding Inference-Making for Adolescents With Disabilities That Impact Reading

Middle grade students with disabilities that impact reading, including learning disabilities (LD) in reading, high functioning autism (ASD), and emotional and behavioral disorders (EBD), and students atrisk for reading failure due to the effects of poverty often struggle to make knowledge-based infe...

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Bibliographic Details
Published in:Intervention in school and clinic 2022-03, Vol.57 (4), p.219-226
Main Authors: Barth, Amy E., Thomas, Cathy Newman
Format: Article
Language:English
Subjects:
Academic Failure
At Risk Students
Autism
Direct Instruction
Feedback (Response)
High functioning
Inference
Inferences
Instructional Materials
Knowledge
Knowledge Level
Learning disabilities
Middle School Students
Poverty
Questioning Techniques
Reading Achievement
Reading comprehension
Reading Skills
Scaffolding (Teaching Technique)
Special Education Teachers
Students with Disabilities
Teacher Competencies
Teachers
Teaching
Teaching methods
Work skills
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Summary:Middle grade students with disabilities that impact reading, including learning disabilities (LD) in reading, high functioning autism (ASD), and emotional and behavioral disorders (EBD), and students atrisk for reading failure due to the effects of poverty often struggle to make knowledge-based inferences while reading informational texts. As a result, these populations of students are not able to read for understanding or learn from grade-level texts. Unfortunately, many special educators have had little preparation in how to develop their knowledge of inference-making or methods for explicitly teaching inference-making. Despite their lack of knowledge, special educators are often solely responsible for teaching skills that support reading comprehension, such as knowledge-based inference-making. This article provides special educators with information and resources to enhance their understanding of knowledge-based inferencing and methods for teaching knowledge-based inference-making to middle grade students with disabilities and those who are at risk for reading failure.
ISSN:1053-4512
1538-4810
DOI:10.1177/10534512211024929