Reading Instruction for Students with LD and EBD

Abstract

This article synthesizes previous observation studies conducted during reading with students with learning disabilities (LD) and emotional/behavioral disorders (EBD). A systematic search of all research conducted between 1975 and 2000 yielded a total of 16 studies (11 independent samples) that met all preestablished criteria. These studies yielded several findings: (a) There was substantial time allocated for reading instruction, though the time varied based on whether students were in special education or general education or both; (b) students were provided more individual and group instruction in special education; (c) the quality of reading instruction was low, overall, with excessive time allocated to waiting and limited time allocated to actual reading of text; and (d) independent seatwork and worksheets consumed large amounts of time allocated for reading. Only a small percentage of students with EBD were participants in the studies. The findings should be interpreted as generalizable primarily for students with learning disabilities. Overall concern about the quality of reading instruction was discussed, as well as future implications for professional development for teachers and instruction for students.

Scientific production on learning disabilities in Brazil: A literature review

“…Esto puede justificarse si se tiene en cuenta que la literatura científica sostiene que el principal problema de los estudiantes con DA está relacionado con dificultades en la lectura (Mastropieri, Scruggs y Graetz, 2003); es más, el 90% de los alumnos con DA muestran dificultades significativas para aprender a leer (Lyon, 1995;Vaughn, Levy, Coleman y Bos, 2002). De esta forma, los alumnos con DA presentan déficits no sólo en las habilidades básicas para la lectura como, por ejemplo, en conciencia fonémica o fonoló-gica, sino también en el análisis del contexto de la palabra y en la interpretación y comprensión de los textos (Sencibaugh, 2007).…”

Students With Learning Disabilities

“…Unfortunately, evidence detailing elementary special educators' resource room reading instruction for students with LD suggests undifferentiated, large group instruction is typically the norm. In other words, special educators do not consistently implement specially designed instruction to meet the specific needs of students with LD (Moody, Vaughn, Fisher, & Hughes, 2000;Vaughn, Levy, Coleman, & Bos, 2002;Vaughn, Moody, & Schumm, 1998).…”

“…However, both general and special educators report consistently that they often lack the training, knowledge, time, collaboration opportunities, and administrative support (Crockett, 2004;Scott et al, 1998; to implement specially designed instructional practices that improve the academic outcomes for students with LD and often provide instruction that has less efficacy instead (i.e., undifferentiated, whole-group instruction) Moody et al, 2000;Scott et al, 1998;Vaughn et al, 1998;Vaughn et al, 2002).…”

Effectiveness of Collaborative Strategic Reading and Whole Language Approach on Reading Comprehension Performance of Children with Learning Disabilities in Oyo State Nigeria Adetoun

“…Once individuals are not able to read and comprehend it is obvious that such individuals are going to have problems with comprehending other subjects in the classroom. Reading and reading comprehension according to Milagros (2012), Crowe (2007), Vaughan, Levy, Colman and Bos (2002) assist students to achieve success in other academic areas.…”