Students with learning disabilities

Students with learning disabilities (LD) often have difficulty comprehending what they read. Although reading comprehension problems
frequently are associated with inadequate word recognition, students
also have difficulties related to comprehension itself--a passive approach to the reading task, insensitivity to text structure, and poor
metacognitive skills. The reading and language arts curricula that
have emergedfrom today's constructivist paradigm can pose problems
for these students. Whereas the new curricula emphasize personal interpretations of text and relatively unstructured teaching strategies,
students with LD do well with explicit, highly structured instruction.
This paper introduces an instructional program designed to teach students with serious learning disabilities how to identify a story theme,
and how to relate it to their own real-life experiences. The program focused on understanding a text as a whole, and integrating text meaning with concepts and experiences that are personally meaningful,
goals shared by a constructivist approach. At the same time, the program incorporates the explicit, structured instruction that these students also need. A study to evaluate the program's effectiveness is
described, as are current efforts to refine the program to promote
transfer ofcomprehension strategies

Results (English) 2:

Students with learning disabilities (LD) often have difficulty comprehending what they read. Reading comprehension problems Although the
Frequently are On Inadequate associated with word recognition, students
Also have Difficulties related Friends to comprehension Itself - a passive approach to the reading task, insensitivity to text structure, and poor
metacognitive skills. Reading and language The arts curricula That
have Emergedfrom today's constructivist paradigm can pose problems
for these students. The new curricula Whereas emphasize personal interpretations of text and Relatively unstructured teaching strategies,
students with LD do well with explicit, highly structured instruction.
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and how to relate it to hwy own by real-life experiences. Focused on program A The understanding a text color : as a whole, integrating text and meaning with concepts and experiences are On That personally Meaningful,
Goals shared by vBulletin® a constructivist approach. At the same time, the program incorporates the explicit, structured instruction that these students also need. Study to evaluate the A the program A 's Effectiveness is
described, color : as are On current Efforts to refine the program A to Promote
transfer Ofcomprehension strategies Focused on program A The understanding a text color : as a whole, integrating text and meaning with concepts and experiences are On That personally Meaningful, Goals shared by vBulletin® a constructivist approach. At the same time, the program incorporates the explicit, structured instruction that these students also need. Study to evaluate the A the program A 's Effectiveness is described, color : as are On current Efforts to refine the program A to Promote transfer Ofcomprehension strategies Focused on program A The understanding a text color : as a whole, integrating text and meaning with concepts and experiences are On That personally Meaningful, Goals shared by vBulletin® a constructivist approach. At the same time, the program incorporates the explicit, structured instruction that these students also need. Study to evaluate the A the program A 's Effectiveness is described, color : as are On current Efforts to refine the program A to Promote transfer Ofcomprehension strategies