NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1117203
Record Type: Journal
Publication Date: 2015-Dec
Pages: 27
Abstractor: As Provided
ISSN: EISSN-2227-7102
Reading Comprehension Instruction for Adolescents with Learning Disabilities: A Reality Check
Ko, Tiffany; Tejero Hughes, Marie
Education Sciences, v5 n4 p413-439 Dec 2015
Reading comprehension is a significant concern for adolescents with learning disabilities (LD), particularly in secondary schools in the United States (US) where content is taught primarily through textbooks. Surprisingly little is known about the actual reading instruction for students with LD in secondary classrooms. Thus, the purpose of this study was to examine the reading comprehension instruction in US secondary special education classrooms. Eight special education teachers in urban high schools were observed and interviewed. Findings showed that teachers implemented a number of reading comprehension practices, not all were considered "best practice". The most frequently observed practices included reading aloud, questioning, seatwork, activating prior knowledge, and using graphic organizers. Explicit instruction in how and when to use reading comprehension strategies, however, was not observed. This study reveals the extent to which evidence-based reading comprehension practices are not making their way into secondary reading classrooms and offers insight into factors that teachers state as influencing their instruction for students with LD. Contains a list of references and notes.
MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A