In science classes, teachers must consider the need for explicit, systematic reading instruction for students with learning disabilities (LD) while navigating the constructivist and activity‐oriented methods typically employed in science instruction. The complexity of scientific information conveyed through print may make reading science texts the greatest challenge that students with LD encounter in school. Fortunately, researchers have established that, by fostering students’ prior knowledge, providing text enhancements, and teaching reading comprehension strategies, students’ understanding of science text is improved. Effective instructional approaches and strategies for reading are reviewed and implications for teaching students with LD noted.
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Teachers working with students with reading difficulties must decide when and how to intervene. Wood (2002) suggested that teachers' shift their levels of support to match students' needs based on moment-by-moment observations-that is, teachers should scaffold their support. In this qualitative analysis, we investigated instructors' scaffolding of strategy use during tutoring lessons with sixthgrade struggling readers. As students thought aloud about astronomy passages, teachers made contingent instructional decisions. Lesson transcripts were coded for Wood's levels of contingent intervention (i.e., general verbal, specific verbal, specific verbal with nonverbal, preparation for action, and demonstration) and repair processes. Instructors constructed some successful scaffolds but more often demonstrated or interrupted readers' problem solving with "preemptive prompts." Implications for instruction and teacher preparation are discussed.
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