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Description

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.

Citation

Williams, K. J., & Martinez, L. R. (2019). Supporting reading comprehension for students who are learning English and have learning disabilities. Intervention in School and Clinic, 55(1), 23–31. https://doi.org/10.1177/1053451219833019


Related Institute

Related Project

Published Date

2019

Topic

English Language Learners
Literacy Instruction
Reading Instruction
Special Education/Learning Disabilities

Type of Resource

Journal Article/Book Chapter

Audience

Administrators
Bilingual Teacher
General Education Classroom Teacher
Researcher
School Administrator
Special Education Teacher

Grade Level

Middle School
High School