Abstract

Selected methods for improving reading comprehension and facilitating self‐regulation among special needs students are reviewed. First, an overview of the reading comprehension process from an interactionist perspective is provided. Then key components of effective comprehension instruction, including meta‐cognitive instruction, are reviewed. Finally, examples of instructional interventions that have been implemented successfully with students experiencing reading difficulties are given.

Full Text
Paper version not known

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 call

Disclaimer: 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.