Instruction to support word-level reading skills for adolescent learners with learning disabilities

IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Journal of Adolescent & Adult Literacy Pub Date : 2024-11-20 DOI:10.1002/jaal.1399
Brennan W. Chandler, Jessica R. Toste, Elizabeth J. Hart, Devin M. Kearns
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引用次数: 0

Abstract

The middle and high school years represent a unique challenge for students who have not yet attained proficiency with word reading. By this time, it is generally expected that students will be able to independently read a variety of texts to gain content knowledge and to read for understanding. Students with or at-risk for learning disabilities (LD) often struggle with acquisition of word-level reading skills and these difficulties are amplified as words become increasing complex. By fifth grade, most of the new words introduced in text are multisyllabic, yet students often lack a systematic approach for decoding these words. Despite these challenges, teachers can effectively support secondary-aged students with LD in developing the foundational word reading skills necessary for reading proficiency. In this article, we describe the critical role of word reading efficiency, unique challenges of multisyllabic word reading, and the importance of ongoing instructional support for students with LD. We then introduce four instructional routines that can be implemented to facilitate secondary students' acquisition of word-level reading skills that also affirm and strength students' diverse cultural and linguistic backgrounds.

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来源期刊
Journal of Adolescent & Adult Literacy
Journal of Adolescent & Adult Literacy EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.20
自引率
11.10%
发文量
54
期刊介绍: The Journal of Adolescent & Adult Literacy is the only literacy journal published exclusively for teachers of older learners. Each issue offers practical, classroom-tested ideas grounded in research and theory. Whether you work with new, struggling, or skilled readers, you’ll find something of interest in JAAL. Every issue includes •Practical ideas for instruction •Reviews of student and teacher resources, including young adult literature •Tips on how to integrate technology, media, and popular culture in your classroom •Reflections on current literacy trends, issues, and research
期刊最新文献
Issue Information Issue Information Redefining and reimagining foundational skills: Centering joyful, culturally, and linguistically sustaining instruction in literacy instruction for CLD students Recognizing complexity and taking action: Supporting adolescents' foundational literacy skills in culturally and linguistically sustaining ways Meaning-based, code-based, and vocabulary-based instruction in middle and high school classrooms: The case for attention to all three
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