Teaching Basic Academic Skills to Learning Disabled Students

Abstract

A model of the teaching-learning process that can be used as a framework through which learning disabled students' mastery of basic academic skills can be maximized is presented. The model takes into consideration both the psychological and social conditions of learning, and necessarily reflects the complexity of the classroom environment. The central tenet of the model is that learning is a direct result of students activities and pursuits. At the same time, the teacher's activities are represented as a consequence of institutional factors, the teacher's own background and characteristics, and the pursuits and predilections of individual students. Procedures for directly and indirectly affecting pupil pursuits during learning are also examined.

Teaching Reading to Learning Disabled Students: A Review of Research-Supported Procedures

“…designing an effective lesson is to select or construct materials that are attractive, well organized, and at the appropriate level (Graham, 1985). In reading, teachers and researchers commonly classify materials as being at the student's independent (easy to read), or instructional (difficult enough to require teacher Steve Graham is an Associate Professor and LeAnn Johnson is a Doctoral Candidate, both in the Special Education Department at the University of Maryland.…”

“…Such activities may help students by directing or supporting what they do during the process of reading (Graham, 1985).…”

“…First, a broad combination of teacher-directed activities or procedures often has a powerful effect on pupil pursuits during learning (Graham, 1985). Thus, a sensible combination of several of the prereading activities presented could prove advantageous .…”

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According to a model presented by Graham (1985), several factors can jointly or independently affect students' pursuits during learning. The most important of these is the student's entry behavior.

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“…Also not included were studies investigating the effects of indirect training (e.g., problem-solving training) on reading performance. The instructional procedures reviewed were presented within the framework of a model of the teaching-learning process proposed by Graham (1985). The central tenet of this model is that academic learning is a direct result of students' activities and pursuits.…”