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.
Highlights
Students with learning disabilities (LD) face an extraordinary set of challenges as they transition to secondary school where content is emphasized and adequate literacy skills are assumed by many content area teachers [1]
Given that many students with LD find these expository texts more difficult to comprehend than narrative texts, learning from these content area texts poses a significant challenge for students with LD who already have reading difficulties
Over the course of two months, a total of 1120 minutes of reading instruction were observed across eight self-contained special education reading classrooms in six urban high schools
Summary
Students with learning disabilities (LD) face an extraordinary set of challenges as they transition to secondary school where content is emphasized and adequate literacy skills are assumed by many content area teachers [1]. In many secondary level content area classrooms in the United States (US), teachers typically expect students to learn the content primarily through the reading of expository text [2]. Students with LD are presented with thicker and more complex text [3] that have readability levels at or above grade level [4]. This in turn leads to an ever-increasing discrepancy between the reading level of the students with LD and the readability of the text [4]. Students’ achievement in secondary classes is greatly impacted, since students’
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
