Supporting Reading Comprehension for Students Who Are Learning English and Have Learning Disabilities

Autor/inn/en	Williams, Kelly J.; Martinez, Leticia R.
Titel	Supporting Reading Comprehension for Students Who Are Learning English and Have Learning Disabilities
Quelle	In: Intervention in School and Clinic, 55 (2019) 1, S.23-31 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451219833019
Schlagwörter	Reading Comprehension; Learning Disabilities; English Language Learners; Adolescents; Secondary School Students; Literacy; Direct Instruction; Vocabulary Development; Reading Skills; Oral Language; Decoding (Reading); English (Second Language) + Suchen Sie Ihr Suchwort? Leseverstehen; Learning handicap; Lernbehinderung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sekundarschüler; Alphabetisierung; Schreib- und Lesefähigkeit; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Wortschatzarbeit; Reading skill; Lesefertigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Dekodierung; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	Many adolescent students who are learning English and are identified with learning disabilities have difficulties with both reading comprehension and English language proficiency. In the secondary grades, these students have fewer opportunities to improve their reading comprehension and to learn from a range of disciplinary texts. To address these challenges, this article provides research-based practices to improve the language and literacy skills of these students through explicit instruction on word reading and academic vocabulary. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01