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Effective Reading Strategies That Enhance Reading Comprehension For Students With Specific Learning Disabilities, Angela Erin Hinkle
Effective Reading Strategies That Enhance Reading Comprehension For Students With Specific Learning Disabilities, Angela Erin Hinkle
All Graduate Projects
This curriculum project provides reading comprehension strategies for students with Specific Learning Disabilities (SLD). This project material can be used with either narrative texts or expository texts, that teach academic subjects. The use of graphic organizers, summarization techniques, strategic reading techniques, and vocabulary instruction techniques are described and examined. Lesson plans that may be used with current classroom curriculum guides and based on the researched reading comprehension strategies are described.
Effective Reading Programs And Strategies For Students With Learning Disabilities, Tina Irene Baggett
Effective Reading Programs And Strategies For Students With Learning Disabilities, Tina Irene Baggett
All Graduate Projects
This project was designed to identify effective reading programs and strategies for students with learning disabilities. Teachers need many different instructional strategies and techniques to effectively teach the increasing number of students with learning disabilities. Appropriate interventions have been compiled to assist teachers in teaching students who have reading disabilities in grades kindergarten through third.
A Participation Approach To Be Used With Disabled Readers At The Secondary Level, Shirley Kinsel
A Participation Approach To Be Used With Disabled Readers At The Secondary Level, Shirley Kinsel
All Graduate Projects
The project resulted in the development of participation based reading selections and their accompanying teaching suggestions to be used with disabled secondary readers. The complete materials stressed hands-on applications and product-producing activities. The reading selections were written for several levels of reading difficulty. They incorporated the teaching of literary skills, study skills, and functional-living skills and provided practice in following directions. The approach produced materials meant to be a specific fit for disabled secondary readers who prefer to learn by doing.