Reading instruction in the inclusion classroom - Research-based practices

被引:9
作者
Schmidt, RJ [1 ]
Rozendal, MS [1 ]
Greenman, GG [1 ]
机构
[1] SUNY Coll Buffalo, Dept Except Educ, Buffalo, NY 14222 USA
关键词
D O I
10.1177/07419325020230030101
中图分类号
G76 [特殊教育];
学科分类号
040109 ;
摘要
The identification of effective Instructional practices for teaching reading in inclusive settings is crucial for ensuring the success of students with high-incidence disabilities integrated In general education classrooms. Poor reading ability is a strong predictor of school failure, and the majority of students with learning disabilities-the largest high-incidence disability group In schools-experience difficulty with reading. The purpose of this inquiry was to review the literature to identify pedagogically sound and empirically grounded reading approaches that can be used with general and special education students to meet the diverse needs of students in an Inclusive classroom setting. Research indicates that poor readers display metacognitive strategy deficiencies that play a large role in their comprehension problems. This review presents specific strategies that support the reading development of both general and special education students and identifies instructional conditions that contribute to successful literacy learning in inclusive settings.
引用
收藏
页码:130 / 140
页数:11
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