Reading comprehension is contingent upon the integration of various reading skills, including word reading, reading fluency, and comprehension strategies. Students who encounter challenges in both word reading and reading comprehension present an opportunity for growth across multiple reading-related domains. Recent intervention data, as…

This authoritative text and PreK-12 teacher resource is now in a substantially revised seventh edition with 80% new material, foregrounding advances in inclusive, equitable instruction. Teachers are guided through every major component of reading, as well as assessment, motivation, teaching bilingual learners, strengthening connections with…

Reading comprehension is a critical building block for effective early literacy development. Many students with autism spectrum disorder demonstrate difficulties in reading comprehension. These difficulties may be attributed to deficits in Theory of Mind, Weak Central Coherence, and Executive Functioning. Given the rise in the number of students…

As alternatives to hierarchical outlining, pictorial, topical, and critical outlining kinesthetically reinforce reading comprehension and can be useful in helping older students who are learning disabled or poor readers. Examples of each approach are given. (CL)

Kinesthetic exercises which develop reading comprehension skills through action words complement exercises which develop word recognition skills. Action word exercises are often effective because they are multimodal, physical activities. Such exercises may use word lists and pantomime to reinforce recognition and remembrance of words. (CB)

Strategies are suggested to assist students with reading comprehension difficulties. Strategies include: (1) developing appropriate background through discussion of story concepts, brainstorming, conceptual webbing, and kinesthetic or tactile experiences; (2) asking students to predict what will happen; (3) reciprocal questioning between students…

Disabled readers can be taught to rely on illustrations in their books as a way of enhancing understanding of the material. Ten activity formats, including feature labeling, categorical sorting, verb completion, and picture sequencing may help to teach illustration viewing skills. (CL)

The author describes the Neurological Impress Method (NIM), a remedial reading method in which students and instructors read aloud in unison, and the Presenting Technique, designed as a downward extension of the NIM. (CL)

Five generalizations for reading instruction with disabled and normal readers are presented: (1) caring, positive relationship between teacher and student; (2) the role of rereading and daily reading; (3) appropriate materials; (4) interest as a springboard to learning; and (5) the unification of instruction. (DB)

The purpose of this booklet is to provide literacy instructors and tutors with information on adults with learning disabilities and their needs within literacy programs. It defines learning disabilities and describes characteristics of adults with learning disabilities, emphasizing that, for tutors, the issue is how to determine whether the…

The paper reviews research efforts directed at identifying perceptual and cognitive components in reading and their dysfunction in disabled readers. Disruption in the processing sequence is identified, and a compensatory training technique for the reading disabled is described. (Author)

An approach to teaching phonics to children with special learning needs or reading difficulties is presented. The approach utilizes a sounding chart containing "clue boxes" to help children identify how letter patterns sound, and the method sequences generalizations according to difficulty. This article discusses testing, placement, and…

Application of the direct instruction paradigm to reading comprehension skills involves providing a problem-solving strategy through demonstration and modeling, guiding strategy application, and creating opportunities for independent strategy application. Examples of the approach to teach sequential relationships and main idea-supporting…

A modification of the NIM (Neurological Impress Method, in which the reading disabled student sees, hears, and pronounces the words simultaneously) is described. The modification is explained to allow students to deal with more interesting materials. (CL)

Background and historical information on dyslexia are presented, including use of the term dyslexia, definitions of brain disorders affecting language ability, various schools of thought on remediation, guidelines for evaluating individuals with language-processing problems, and recommendations for treating common problems. (SW)