ERIC Number: ED454634
Record Type: RIE
Publication Date: 2000-Sep
"Reading Comprehension" from Teaching Students with Disabilities To Read. PEER Literacy Resource Brief #6. 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 developing reading comprehension. 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 reading comprehension is, why it is important, what parents can do, what teachers can do, information for second language learners, and resources. Strategies include reading to a child everyday and asking what the different passages are about, asking children to make mental pictures during the reading, asking questions about the story or passage before and during reading, providing direct instruction in comprehension skills in the classroom, and using the Strategies Intervention Model for older students. (Contains 11 references.) (CR)
Descriptors: Academic Accommodations (Disabilities), Disabilities, Elementary Secondary Education, Parent Participation, Reading Comprehension, Reading Difficulties, Reading Improvement, 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: 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.
Grant or Contract Numbers: N/A
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.