ERIC Number: ED454632
Record Type: RIE
Publication Date: 2000-Sep
Reference Count: 0
"Supported Passage Reading" from Teaching Students with Disabilities To Read. PEER Literacy Resource Brief #4. PEER Project Literacy Series.
Denton, Carolyn A.; Hasbrouck, Jan E.
This booklet is part of a series of seven booklets designed to introduce aspects of effective reading instruction that should be considered when teaching reading to students with disabilities. It focuses on essential skill building and teaching activities related to reading passages. The methods described of teaching reading to students with disabilities have been shown to be particularly effective. 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. Information is organized into the following sections: what supported passage reading is, why it is important, what parents can do, what teachers can do, information for second language learners, and resources. Strategies include reading the story, or part of the story quietly along with the students, having the student read until he or she makes 5-15 mistakes and then teaching those words, reading with prompting to solve new words, teaching students to correct their own errors, reading with expression, reading for meaning, and using classwide peer tutoring. (CR)
Descriptors: Academic Accommodations (Disabilities), Disabilities, Elementary Secondary Education, Oral Reading, Parent Participation, Reading Difficulties, Reading Instruction, Reading Strategies, 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: email@example.com; 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. In: "Teaching Students with Disabilities To Read"; see EC 308 364. For other PEER Literacy Resource Briefs, see EC 308 365-372.