Never Too Late: Approaches to Reading Instruction for Secondary Students with Disabilities

This paper reviews the research and related literature on secondary students who have difficulty reading and identified four factors necessary for students to become proficient readers: "(a) the motivation to read, (b) the ability to decode print, (c) the ability to comprehend language, and (d) the ability to transact with text (i.e., to actively seek information and make personal responses)" (p.14). Two approaches developed to improve the reading skills of secondary students with learning disabilities are Collaborative Strategic Reading (CSR) and Strategic Instruction Model (SIM).

This resource is a part of the Tool Kit on Teaching and Assessing Students With Disabilities (2004, archived)

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