This study provides a review of research-based best practices for students diagnosed with a learning disability in reading.
Written in 2009; 3,940 words; 40 sources; APA; $ 107.95
Paper Summary:
In this article, the writer notes that research findings have demonstrated that best practices exist in the instruction of students diagnosed with learning disabilities in reading. This work identifies and reviews those best practices in what is a synthesis of the findings in this area of study.
Outline:
Objective
Significance of Study
Methodology
Introduction
Literature Review
Findings
Bibliography
From the Paper:
"Stated as best practice for instructional guidelines are the following:
(1) Before reading: (a) use explicit instruction to preteach unfamiliar important words from the text; (2) have students use mapping techniques, such as Semantic Mapping, to help them think about new word meanings; (c) help students relate new vocabulary to their prior knowledge and experiences.
(2) During reading: (a) have student add new words and concepts to their maps; (b) use content-area word walls as a resource; (c) teach students to use word parts such as prefixes and suffixes to read new words; (d) teach students how to use the context of expository text to figure out word meanings; and (e) expand on word meanings that were defined in the textbook to ensure students' understanding of the new words."
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