As students progress to the secondary levels, vocabulary demands become increasingly related to content acquisition, and a combination of generative and non-generative approaches to vocabulary instruction is recommended. At the secondary level, fluency practice is best coupled with comprehension instruction, which can include the explicit teaching of strategies and opportunities for students to work collaboratively. While there are no simple solutions to the challenges experienced by struggling learners, appropriate, differentiated, and intensive interventions can increase the likelihood of improved learning outcomes for these students.
McCulley, L.V., Katz, S. and Vaughn, S. (2013), "Reading Instruction and Students with Learning Disabilities", Bakken, J.P., Obiakor, F.E. and Rotatori, A.F. (Ed.) Learning Disabilities: Practice Concerns And Students With LD (Advances in Special Education, Vol. 25), Emerald Group Publishing Limited, Bingley, pp. 19-43. https://doi.org/10.1108/S0270-4013(2013)0000025005Download as .RIS
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