Next Article in Journal
The ‘Lifeblood’ of Science and Its Politics: Interrogating Epistemic Curiosity as an Educational Aim
Previous Article in Journal
Does Higher Education Level the Playing Field? Socio-Economic Differences in Graduate Earnings
Article Menu

Export Article

Open AccessArticle
Educ. Sci. 2015, 5(4), 413-439; doi:10.3390/educsci5040413

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

1
Academy for Urban School Leadership, 3400 N Austin Avenue, Chicago, IL 60634, USA
2
Department of Special Education, University of Illinois at Chicago, 1040 W Harrison Street, Chicago, IL 60607, USA
*
Author to whom correspondence should be addressed.
Academic Editor: James Albright
Received: 23 October 2015 / Revised: 14 December 2015 / Accepted: 15 December 2015 / Published: 18 December 2015
View Full-Text   |   Download PDF [113 KB, uploaded 18 December 2015]

Abstract

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. View Full-Text
Keywords: special education; learning disabilities; reading; comprehension special education; learning disabilities; reading; comprehension
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

Scifeed alert for new publications

Never miss any articles matching your research from any publisher
  • Get alerts for new papers matching your research
  • Find out the new papers from selected authors
  • Updated daily for 49'000+ journals and 6000+ publishers
  • Define your Scifeed now

SciFeed Share & Cite This Article

MDPI and ACS Style

Ko, T.; Tejero Hughes, M. Reading Comprehension Instruction for Adolescents with Learning Disabilities: A Reality Check. Educ. Sci. 2015, 5, 413-439.

Show more citation formats Show less citations formats

Related Articles

Article Metrics

Article Access Statistics

1

Comments

[Return to top]
Educ. Sci. EISSN 2227-7102 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top