Reading Science Text: Challenges for Students with Learning Disabilities and Considerations for Teachers

Abstract

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.

Reading Instruction in Science for Students With Learning Disabilities

“…Among these studies, mnemonic illustrations , graphic organizers (Darch & Eaves, 1986;Griffin et al, 1991), and semantic feature analyses (Bos & Anders, 1990) indicated high effects for increasing reading comprehension in science. Mason and Hedin (2011) updated the expository text synthesis conducted by Gajria and colleagues (2007) by exploring effective content enhancements and cognitive strategies for teaching reading comprehension of science text. Mason and Hedin (2011) updated the expository text synthesis conducted by Gajria and colleagues (2007) by exploring effective content enhancements and cognitive strategies for teaching reading comprehension of science text.…”

“…Unfortunately, given the small number of studies within each intervention sub-category, no conclusive results could be drawn regarding overall effectiveness of the individual content enhancement approaches. Unlike the Gajria et al (2007) synthesis, Mason and Hedin (2011) did not include overall effect sizes in their review. In their review, they identified studies that fostered prior knowledge of science content, included text enhancements, or used strategy instruction during science reading for students with LD.…”

“…Mason and Hedin (2011) updated the expository text synthesis conducted by Gajria and colleagues (2007) by exploring effective content enhancements and cognitive strategies for teaching reading comprehension of science text. First, this article focuses on the work of Mason and Hedin (2011) by targeting reading comprehension interventions for science text geared toward students with LD. Their extensive review of the literature suggests that these instructional elements are keys to increasing the comprehension of science text for students with LD.…”

Helping Students Succeed within Secondary-Level STEM Content

“…Despite the somewhat inherent complexity of STEM coursework, students with SLD need (and are entitled to) specially designed instructional supports intended to help bridge any gaps between their overall cognitive processing struggles and the demands of the curriculum (Hallahan, Lloyd, Kauffman, Weiss, & Martinez, 2005), which includes the ability to read and comprehend complex texts (Mason & Hedin, 2011). Specially designed supports in STEM classrooms can include applications of assistive or instructional technology, in addition to more traditional approaches to teaching and learning (e.g., explicit and direct instruction; Kennedy, 2011).…”

“…These intertwined challenges can restrict learning and overall achievement (Deshler & Shumaker, 2006). Such complex challenges are prevalent in science, technology, engineering, and math (STEM) coursework, given the hefty demands of vocabulary terms and concepts (Therrien, Taylor, Hosp, Kaldenberg, & Gorsh, 2011), obtuse expository texts (Mason & Hedin, 2011), and subjectspecific problems that need to be addressed through inquiry and other advanced cognitive processes (Lee & Spratley, 2010).…”