ERIC Number: ED454627
Record Type: RIE
Publication Date: 2000-Sep
Reference Count: N/A
Teaching Students with Disabilities To Read. PEER Project Literacy Series.
Denton, Carolyn A.; Hasbrouck, Jan E.
This booklet is designed to introduce aspects of effective reading instruction that should be considered when teaching reading to students with disabilities. An introduction discusses general principles for teaching reading to students with disabilities and emphasizes the importance of individually designing a program based on a student's strengths and needs, parent involvement, and academic modifications. The following information is organized into seven chapters, each of which describes essential skill building and teaching activities: (1) phonological awareness; (2) systematic phonics instruction; (3) word identification; (4) supported passage reading; (5) fluent reading; (6) reading comprehension; and (7) early intervention in reading. The chapters are organized into the following sections: what it is, why it is important, what parents can do, what teachers can do, information for second language learners, and references. Methods of teaching reading to students with disabilities described in the booklet have been shown to be particularly effective. Some of these methods are used in regular education classrooms for students who are just learning to read, but they are appropriate and useful for students with disabilities of any age who have not learned to read well. (CR)
Descriptors: Academic Accommodations (Disabilities), Disabilities, Early Intervention, Elementary Secondary Education, Oral Reading, Parent Participation, Phonics, Reading Comprehension, Reading Instruction, Reading Strategies, Second Language Learning, Teaching Methods
Federation for Children with Special Needs, 1135 Tremont St., Suite 420, Boston, MA 02120. Tel: 617-236-7210; Fax: 617-572-2094; e-mail: firstname.lastname@example.org; Web site: http://www.fcsn.org.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Parents; Practitioners; Teachers
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Federation for Children with Special Needs, Boston, MA.
Note: Prepared by the PEER (Parents Engaged in Education Reform) Project. For individual chapters, see EC 308 366-372.