Using Alternate Texts to Support Comprehension of the Core Content Curriculum

Abstract

Although students with learning disabilities are likely to be included in general education content area classrooms, they often experience difficulties in these settings because of struggles in reading text. Curriculum complexity and difficulty accessing texts increase as students progress to the higher grades. This creates a barrier for adolescents with learning disabilities in reading to experience success in general education content area classrooms. This article helps teachers support adolescents with learning disabilities in reading to succeed with content area curriculum by incorporating readability-controlled alternate texts (e.g., trade books and magazines) during instruction. A rationale for the need to expose adolescents with learning disabilities in reading to alternate content area texts that they can read on their level is provided. Ideas for how teachers may structure planning and instruction are also discussed.