Strategies to Build the Vocabulary and Background Knowledge of Students With Learning Disabilities

Abstract

Comprehending texts in content areas can be challenging for students with learning disabilities (LD) because they may lack the necessary background and vocabulary knowledge needed to construct meaning from text. As more students with LD are educated in the general education classroom, it is necessary for teachers to implement strategies to increase the vocabulary and background knowledge of their students. The purpose of this paper is to provide effective instructional strategies to build both background knowledge and vocabulary knowledge to increase comprehension of content area material.