Reading Comprehension in Adolescents with LD: What We Know; What We Need to Learn

Autor/inn/en	Faggella-Luby, Michael N.; Deshler, Donald D.
Titel	Reading Comprehension in Adolescents with LD: What We Know; What We Need to Learn
Quelle	In: Learning Disabilities Research & Practice, 23 (2008) 2, S.70-78 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/j.1540-5826.2008.00265.x
Schlagwörter	Reading Comprehension; Research and Development; Learning Disabilities; Adolescents; Literacy; Reading Achievement; Reading Instruction; Reading Difficulties; Teaching Methods; Secondary School Students; Intervention + Suchen Sie Ihr Suchwort? Leseverstehen; Forschung und Entwicklung; Learning handicap; Lernbehinderung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Alphabetisierung; Schreib- und Lesefähigkeit; Leseleistung; Leseunterricht; Reading difficulty; Leseschwierigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler
Abstract	The changing job market requires a sophisticated array of literacy skills that adolescents with learning disabilities reading below grade level have not yet acquired. This summary of the research on reading comprehension highlights emerging findings and related instructional conditions necessary to achieve optimal student outcomes with limited instructional time. Limitations in the existing evidence base are addressed via four factors for future research and development agendas: (a) use theory to inform research and practice, (b) study the role that dosage plays as an independent variable, (c) study tiered models of instruction that are applicable for use in middle and high school settings, and (d) study factors that can enhance scaling of reading comprehension interventions. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10