Reading Interventions for Students with Learning Disabilities
Reading is a lifelong skill that individuals should learn, for them to prosper and expand intellectually. Despite the fact that one might perceive its simplicity, it is more complex than what it seems. Furthermore, it's a weapon that can be used to face challenges and opportunities that life offers. For many, gaining this skill is easy except for students with Learning Disabilities (LD). It’s very hard to teach reading for those students with LD. One factor to this is the varying needs of the students and the condition that controls the learning situation. In the articles read, the authors provide solutions to help the LD students with their reading skills and intellectual capacity.
Watson, Fore & Bone (2009) discuss strategies they used in a reading intervention they conducted recently. In Carr (1991), the author illustrates reading comprehension strategies to benefit students with LD. Putting these strategies together, an effective reading intervention can be formulated that can help the learning disabled children.
Teaching reading skill to students with LD may appear to be a difficult task. If these students' varying needs and the learning conditions of a crowded public school convene, then we can observe them left behind in the integrated classrooms. To tackle this issue, reading interventions should be prepared for students with LD as for them to have equal learning opportunities. These interventions should be designed to deal with two aspect of reading skills: Oral decoding and Reading comprehension.
In Watson, Fore & Boon, the authors take in consideration the early problems of early decoding for reading fluency. When teaching beginning readers, oral decoding is very important. They examined two methods for corrective feedback. One is the word-supply procedure, while the other is phonics-based procedure. In the word-supply method, the teacher "supplied" the student the correct word for every "miscue" the student makes. Students were given 3 seconds to correct their miscued word, but after that the teacher supplies the correct word and allows the student to continue reading. With the phonics-based method, the teacher supplied the sound for each miscue and inability to decode the word. Students were given tokens to motive them and improve. Tokens were form of reinforcement. The findings of their study prove the effectiveness of the 2 methods to on the development of reading fluency among students with LD.
However in the study of Carr, reading comprehension was more essential. The teacher or examiner relied on the questioning of the prior knowledge of the students to increase their understanding. Before the reading activity itself, the examiner questions the prior knowledge of the students regarding the topic of the passage to be read. Then the examiner read five questions and helped the students in answering them. After reading them, five "inferential" questions were...