TY  - CHAP
AB  - Purpose – To provide educators an overview of instructional practices in reading that are associated with improved learning outcomes with students K-8 who have a mild-to-moderate learning disability.Design/methodology/approach – The chapter provides a conceptual framework to view the process of reading, discusses foundational reading skills necessary to master word reading, presents two approaches to teaching comprehension, and highlights ways to effectively teach vocabulary.Findings – The content of this chapter presents empirical evidence as well as specific examples for clinical practice.Research limitations/implications – This chapter highlights key practices that have been extensively researched and found to be associated with improved learning outcomes for all students, including those with learning disabilities (LD).Practical implications – The chapter offers a wealth of information to help educators more effectively provide reading instruction for struggling readers K-8.Originality/value of chapter – The information compiled in this chapter will help teachers impact learning and reading outcomes for all of their students, particularly those who have a mild-to-moderate LD.
VL  - 3
SN  - 978-1-78190-696-5, 978-1-78190-697-2/2048-0458
DO  - 10.1108/S2048-0458(2013)0000003018
UR  - https://doi.org/10.1108/S2048-0458(2013)0000003018
AU  - McCulley Lisa V.
AU  - Hall Colby
AU  - Vaughn Sharon
ED  - Evan Ortlieb
ED  - Earl H. Cheek
PY  - 2013
Y1  - 2013/01/01
TI  - Research-Based Reading Instruction for Students with Learning Disabilities
T2  - School-Based Interventions for Struggling Readers, K-8
T3  - Literacy Research, Practice and Evaluation
PB  - Emerald Group Publishing Limited
SP  - 293
EP  - 319
Y2  - 2024/04/25
ER  -