Learning Disabilities and Reading: Instructional Recommendations from Current Research

Abstract

This review of research addresses the teaching of reading, one of the most common concerns in the education of students with learning disabilities. First, past conceptualizations of the condition of learning disabilities are considered, then rejected in favor of the notion that learning disabled individuals are characterized by a failure to deploy cognitive resources effectively. Next, recent research on teacher effectiveness and the technology of direct instruction is examined in relation to current understandings of the nature and treatment of learning disabilities. Finally, empirically based instructional strategies for the teaching of reading to the learning disabled are suggested.

Developing a Consulting Program in Special Education: Implementation and Interventions

“…Recent research into the learning characteristics and styles of mildly handicapped students have found that they spend less time on task (McKinney & Speece, 1983;Feagans & McKinney, 1981;Sherry, 1982); are more distractible than peers (Richey & McKinney, 1978); have difficulty forming positive peer relationships (Bryan & Bryan, 1977); and fail to deploy cognitive resources effectively (Alley & Deshler, 1979;Lewis, 1983;Ross, 1976;Torgeson, 1980). These students also may fail to develop skills to an automatic level (Samuels, 1979;Sternberg & Wagner, 1982).…”

“…These students also may fail to develop skills to an automatic level (Samuels, 1979;Sternberg & Wagner, 1982). With these characteristics in mind, a major goal for the instruction of mildly handicapped students would be to increase the student's active engagement and provide direct instruction and sufficient practice opportunities for skill acquisition (Lewis, 1983;Wiens, 1983).…”

Remediating specific reading disabilities: a review of approaches

“…T. Miles, 1970; Johnson and Myklebust, 1%7; R. Lewis, 1983;Augur, 1982;Hinton, 1981;Bradley, 1981;E. Miles, 1982).…”

“…A number of other recommendations for teaching SRD children exist, although they comprise at best only a set of ideas (as yet unvalidated), for training in specific areas, rather than a total remedial approach (e.g. T. Miles, 1970; Johnson and Myklebust, 1%7; R. Lewis, 1983;Augur, 1982; Hinton, 1981; Bradley, 1981;E. Miles, 1982).…”