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Oct 24, 2011 · This article examines how to scaffold journal writing instruction for students with learning disabilities within a diagnostic teaching cycle by establishing learning outcomes, planning assessment, planning instruction, implementing instruction, and analyzing individual student learning.
- Allison J. Fahsl, Stephanie L. McAndrews
- 2012
When a student has a reading-related difficulty – whether he or she has been formally identified as having a disability or not – the key is to: Correctly determine the nature and source of a student’s difficulty. Provide targeted instruction to remediate difficulties and increase skills level.
May 4, 2022 · Students with disability have poorer post-school and independent living outcomes as compared to those without disability. For instance, only 53% of working-age individuals with disability are employed compared to 84% of those without disability (ABS 2019).
Jun 18, 2020 · This article focuses on students with reading disabilities who may have a long-standing dislike of reading born of repeated negative experiences with learning to read. Motivating these students to read for pleasure may seem like an unattainable goal.
- Yan Wei, Louise Spear-Swerling, Mia Mercurio
- 2021
Culture is ubiquitous and plays a significant role in student knowledge development and reading comprehension. Therefore, the purpose of this review was to investigate how culture is considered within reading comprehension interventions for students with learning disabilities (LD) from culturally and linguistically diverse backgrounds.
student demographics, setting characteristics, the level of language addressed in in-terventions, and the types of writing outcomes assessed. The purpose of the present study was to review and describe the scope of research conducted on writing interventions for students with LD. In addition to this
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Does assistive technology increase writing ability among students with reading and writing disability?
Aug 16, 2019 · The main aim of the present study was to investigate if an intervention using assistive technology for students with reading disabilities affected their reading ability, ability to assimilate text, and motivation for schoolwork.
