Research-Based Reading Instruction for Students with Learning Disabilities

Abstract

Purpose – To provide educators an overview of instructional practices in reading that are associated with improved learning outcomes with students K-8 who have a mild-to-moderate learning disability.Design/methodology/approach – The chapter provides a conceptual framework to view the process of reading, discusses foundational reading skills necessary to master word reading, presents two approaches to teaching comprehension, and highlights ways to effectively teach vocabulary.Findings – The content of this chapter presents empirical evidence as well as specific examples for clinical practice.Research limitations/implications – This chapter highlights key practices that have been extensively researched and found to be associated with improved learning outcomes for all students, including those with learning disabilities (LD).Practical implications – The chapter offers a wealth of information to help educators more effectively provide reading instruction for struggling readers K-8.Originality/value of chapter – The information compiled in this chapter will help teachers impact learning and reading outcomes for all of their students, particularly those who have a mild-to-moderate LD.

Citation

McCulley, L.V., Hall, C. and Vaughn, S. (2013), "Research-Based Reading Instruction for Students with Learning Disabilities", Ortlieb, E. and Cheek, E.H. (Ed.) School-Based Interventions for Struggling Readers, K-8 (Literacy Research, Practice and Evaluation, Vol. 3), Emerald Group Publishing Limited, Leeds, pp. 293-319. https://doi.org/10.1108/S2048-0458(2013)0000003018