Work

Scaffolding Inference-Making for Adolescents With Disabilities That Impact Reading

Year: 2021

Type: article

Abstract: Middle and secondary grade students with disabilities that impact reading, including learning disabilities in reading (LD-R), high functioning autism (HFA), emotional and behavioral disorders (EBD), and students who are at-risk for reading failure due to the effect of poverty often struggle to make knowledge-based inferences while reading informational texts. As a result, this population of students is not able to read for understanding and learn from grade-level texts. Unfortunately, many special educators have had little preparation in how to develop their knowledge of inference-making or methods for explicitly teaching inference-making. Despite their lack of knowledge, special educators are often solely responsible for teaching skills that support reading comprehension, such as knowledge-based inference-making, to students with LD-R, EBD, HFA, and students reading below grade level. This article provides special educators, via self-directed learning, with information and resources to enhance their understanding of knowledge-based inferencing and methods for teaching knowledge-based inference-making to middle and secondary grade students with and at-risk for disabilities that impact reading achievement.

Source: Intervention in School and Clinic

DOI: 10.1177/10534512211024929

Authors: Amy E. Barth, Cathy Newman Thomas

Institutions: Buena Vista University, Texas State University

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: green

Funders: National Institutes of Health, Eunice Kennedy Shriver National Institute of Child Health and Human Development