ERIC Number: EJ1137568
Record Type: Journal
Publication Date: 2017-May
Abstractor: As Provided
Inference Instruction to Support Reading Comprehension for Elementary Students with Learning Disabilities
Hall, Colby; Barnes, Marcia A.
Intervention in School and Clinic, v52 n5 p279-286 May 2017
Making inferences during reading is a critical standards-based skill and is important for reading comprehension. This article supports the improvement of reading comprehension for students with learning disabilities (LD) in upper elementary grades by reviewing what is currently known about inference instruction for students with LD and providing detailed suggestions and a five-step process for teaching students to make text-connecting and knowledge-based inferences while reading. By bolstering this key reading comprehension skill in the upper elementary grades, teachers can better prepare students for the increased reading comprehension demands of middle school.
Descriptors: Reading Comprehension, Learning Disabilities, Elementary School Students, Inferences, Teaching Methods, Reading Skills, Reading Strategies, Reading Improvement, Reading Difficulties, Teaching Guides
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive; Tests/Questionnaires
Education Level: Elementary Education
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305F100013