Reading Interventions for Students with Learning Disabilities

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Recommended: Reflection about reading intervention

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 deco... ... middle of paper ... ...t with LD. Both studies imply observing the students decoding ability with the help of special education teachers. Watson, Fore & Boon suggest the application of word-supple and phonics-supply procedures to improve oral fluency, while Carr suggests activating prior knowledge in the classroom to help with further comprehension skills. In conclusion, providing ways to promote and develop a skill as simple as reading has opened up my eyes as a person who had no problems learning. I believe that both studies will be not be relevant to my career, but made me aware of such an issue. Despite the fact, im not going to be a special education teacher, this review will help other teachers or special education teachers to gain knowledge on ways to enhance the LD students intellectual. Not to disregard, mothers will also benefit from this review when teaching their children.

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