While there is a wealth of resources, articles, research and journals, the task of narrowing down and comparing three was challenging in the aspects in the identification of three that best aligned the essential driving question and action research theme. Whereas, the utilization of key phrases, and narrowing down specifically to reading comprehension challenges with students with special needs/disabilities proved to be more successful. However, most of the articles targeted specific disabilities (i.e., Learning Disabilities, etc.). “A specific learning disability is a disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations” (www.necs.ed.gov, 2017).
One of the articles outlined strategy instruction in Reading Comprehension and interventions for students identified as having Learning Disabilities (LD). Forty percent of students with LD succumbed to additional challenges that occur when defined as a student with learning disabilities; such challenges of being “labeled” and being excluded from their typical peers (Antoniou, Souvignier, 2007). Although the article publication was twelve years ago, I suspect that several of the strategies outlined and detailed would still benefit students in the present. The implementation of a “three-layered model for supporting self-regulated learning, which includes the consists of the following: a) students’ use of strategies, (b) students’ use of special skills to direct their learning, (c) students’ motivational-emotional competence, and control These three strategies "would support students in becoming lifelong learners, that can think critically and problem-solve and take ownership in their learning, which would benefit all students, not just students with special needs) ( The second article expresses that with the use of assistive technology (AT) adaptations and by having students identified as having an LD participating in cooperative learning activities. According to the U.S. Department of Education Cooperative Learning is defined as “a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject” (www2.ed.gov, 1992). Bryant and Bryant indicated that when students with Learning Disabilities that the use of Cooperative Learning strategies and activities promote engagement, and that students are more ready to participate. Additionally, “A process for integrating technology adaptations into cooperative learning activities are discussed in terms of three components: selecting adjustments, monitoring the use of the adaptations during cooperative learning activities, and evaluating the adaptations' effectiveness (Bryant, Brant, 1998). In conclusion, it is evident that there are a vast variety of strategies and activities, which will enhance the instruction, learning, and engagement of students with Learning Disabilities in the area of Reading Comprehension. According to the National Center of Education Statistics the highest percentage of students ages 3-21 that receive special education services have a Specific Learning Disability (SLD). SLD ranks the highest percentage over the other qualifying disabilities listed (i.e., Speech Language, Impairment, Other Health Impairment, Autism, etc.). These articles, the authors viewpoints, research and the strategies outlined along with the content relate to my driving question of Use of Innovative strategies to improve Reading Comprehension for students with special needs. References Antoniou, Faye, and Elmar Souvignier. “Strategy Instruction in Reading Comprehension: An Intervention Study for Students with Learning Disabilities.” Researchgate.net, Learning Disabilities: A Contemporary Journal , 2007, www.researchgate.net/profile/Faye_Antoniou/publication/215757766_Strategy_instruction_in_reading_comprehension_An_intervention_study_for_students_with_learning_disabilities/links/004635287ddae9c119000000.pdf#page=46. Bryant, Diane Pedrotty, and Brian R. Bryant. “Using Assistive Technology Adaptations to Include Students with Learning Disabilities in Cooperative Learning Activities.” Journal of Learning Disabilities, vol. 31, no. 1, 1998, pp. 41–54., doi:10.1177/002221949803100105. “Cooperative Learning.” Archived: Cooperative Learning, 1992, www2.ed.gov/pubs/OR/ConsumerGuides/cooplear.html. https://nces.ed.gov/programs/coe/indicator_cgg.asp
2 Comments
Alexis Stepney
4/1/2019 07:51:34 pm
Lisa,
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Karling Skoglund
4/2/2019 05:40:28 pm
Hi Lisa,
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