Evidence Based Reading Strategies for Struggling Readers with Learning Disabilities and Emotional Disorders

Abstract

Students with learning disabilities often exhibit academic and functional skills challenges that include limited ability to read, write, listen, speak, or complete other academic or functional tasks. A large proportion of children with LD are also at increased risks for emotional or behavioral problems. When LDs are not properly addressed, children with LD may begin to exhibit behavioral challenges that may further impede their academic performance. One of the key areas of deficit in academic performance among children with LD lies in reading. Research shows that students with EBD or LD perform approximately 2.2 grades below standard performance in reading. Part of the reason for their reading deficits is attributed to proliferation of instructional methods that are not backed by empirical evidence. In order to address this reading performance-gap, there is a need to examine closely what instructional practices are effective and under what circumstances. This chapter examines some commonly used reading interventions for this group of students with EBD and establishes the evidence supporting their effectiveness. Recommendations for future practice are suggested.

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