Scaffolding Inference-Making for Adolescents with Disabilities That Impact Reading

Autor/inn/en	Barth, Amy E.; Thomas, Cathy Newman
Titel	Scaffolding Inference-Making for Adolescents with Disabilities That Impact Reading
Quelle	In: Intervention in School and Clinic, 57 (2022) 4, S.219-226 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/10534512211024929
Schlagwörter	Middle School Students; Students with Disabilities; At Risk Students; Reading Achievement; Academic Failure; Poverty; Inferences; Reading Skills; Special Education Teachers; Teacher Competencies; Knowledge Level; Direct Instruction; Scaffolding (Teaching Technique); Questioning Techniques; Instructional Materials; Feedback (Response) + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Disability; Disabilities; Studentin; Behinderung; Leseleistung; Armut; Inference; Inferenz; Reading skill; Lesefertigkeit; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrkunst; Wissensbasis; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Befragungstechnik; Fragetechnik; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	Middle grade students with disabilities that impact reading, including learning disabilities (LD) in reading, high functioning autism (ASD), and emotional and behavioral disorders (EBD), and students atrisk for reading failure due to the effects of poverty often struggle to make knowledge-based inferences while reading informational texts. As a result, these populations of students are not able to read for understanding or learn from grade-level texts. Unfortunately, many special educators have had little preparation in how to develop their knowledge of "inference-making" or methods for explicitly teaching inference-making. Despite their lack of knowledge, special educators are often solely responsible for teaching skills that support reading comprehension, such as knowledge-based inference-making. This article provides special educators with information and resources to enhance their understanding of knowledge-based inferencing and methods for teaching knowledge-based inference-making to middle grade students with disabilities and those who are at risk for reading failure. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01