Assessing reading materials for students who are learning disabled

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

This article presents a checklist that teachers and other education professionals can use when deciding which instructional materials to include in their content area instruction. The checklist addresses several considerations, such as the learners' prior knowledge, vocabulary levels, and motivation. In addition, characteristics of the text source, such as the inclusion of supplemental instructional materials, readability, and the use of objectives, examples, and analogies, are also addressed.

Original languageEnglish (US)
Pages (from-to)138-143
Number of pages6
JournalIntervention in School and Clinic
Volume41
Issue number3
DOIs
StatePublished - Jan 1 2006

Fingerprint

Checklist
Reading
vocabulary
inclusion
Learning
Students
instruction
Vocabulary
teacher
knowledge
learning
Motivation
education
student
Teacher Training

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology
  • Clinical Psychology

Cite this

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Assessing reading materials for students who are learning disabled. / Sperling, Rayne Audrey.

In: Intervention in School and Clinic, Vol. 41, No. 3, 01.01.2006, p. 138-143.

Research output: Contribution to journalArticle

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