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Engaging Older Students With Reading Disabilities 

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Engaging Older Students With Reading Difficulties

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Improving Sentence Writing Ability Through Sentence Combining Practice

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Incorporating EB Literacy Practices into Middle School Content

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Reading Strategy Interventions-Can literacy Outcomes Be Enhanced for At-Risk Adolescents

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Reading Comprehension Strategies for High School Students with ASD

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Brum, C., Hall, L. J., Reutebuch, C., & Perkins, Y. (2019). Reading Comprehension Strategies for High School Students With Autism Spectrum Disorder. TEACHING Exceptional Children, 52(2), 88-97.

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This article by Brum et. al., (2019) cover several strategies for secondary students diagnosed with ASD who are struggling with reading comprehension.  Students with ASD often struggle with a lack of inferencing and interpreting the text they are given, difficulty with perspective taking, confusion over wh- questions, focusing on details, and challenges with pronoun following in the texts.  These students who struggle with comprehending texts need high quality, evidence-based strategies to improve their understanding.  The article describes two particular approaches: Alternate Achievement Literacy (AAL) and Collaborative Strategic Reading: High school (CSR-HS).  AAL provides modifications and support to help students with autism comprehending age-appropriate texts.  Some of these adaptations for AAL might be highlighting the key points or using speech to text software.  Reviewing important vocabulary is a good strategy to use for all students who struggle with comprehending, but AAL also uses time delay, an errorless learning procedure for vocabulary.  Other steps in the AAL process include integrating comprehension questions, maintaining engagement, and follow-up activities for recalling key facts.  The CSR-HS strategy uses a peer tutor to work through reading passages to practice evidence-based strategies while reading together.  The CSR-HS allows students with ASD work with a peer to build social and communication skills, model and practice reading, and generalize comprehension strategies.

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I chose this article because the two evidence-based strategies are practical for any classroom.  AAL can support students by giving them high frequency correct answers through the time delay procedure for vocabulary. It reminded me of Incremental Rehearsal, where the student is motivated by getting the answer correct many times in a row so they commit it to memory faster. I would use CSR-HS practice in my room because I like giving students opportunities to work together. The CSR-HS not only builds stronger reading comprehension skills, but it increases communication skills and problem solving with a partner.

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Schumaker, J. B., Deshler, D. D., Woodruff, S. K., Hock, M. F., Bulgren, J. A., & Lenz, B. K. (2006). Reading strategy interventions: Can literacy outcomes be enhanced for at-risk adolescents?. Teaching Exceptional Children, 38(3), 64-68.

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This article by Schumaker et al. (2006) examines a cross-sectional study of secondary students with high-incidence disabilities which found that students who do not acquire skills and knowledge that follow the 1-year average, a performance gap will develop.  This performance gap will only grow larger and larger over time, and inhibit students from accessing the general education curriculum.  It is the job of the special educators to intervene in a significant way to allow students with disabilities to read at their grade level, earn passing grades, and graduate high school.  One of the programs that this article looks at includes a 4-to-8 week mini-course on decoding skills.  This mini-course teaches the Word Identification Strategy, which uses a scaffolded and explicit instructional sequence.  The next program this article examines is a reading comprehension course that teaches the Visual Imagery Strategy, the Self-Questioning Strategy, the Paraphrasing Strategy, and the LINCS Vocabulary Strategy.  These strategies teach imagination techniques, questions to ask, predicting the reading, memory tools, and mental images to keep in mind while reading.  The other course is called the Xtreme Reading Course, which teaches key reading strategies like the Word Identification Strategy, the Self-Questioning Strategy, the Paraphrasing Strategy, and the Inference Strategy.  All courses mentioned in this article use a Describe, Model, Verbal practice, paired and independent practice, integration and generalization.  These courses have been proven to be effective for students who read well below grade level in order to bridge the performance gap.

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This evidence-based article looks at the reasonings behind the performance gap in many student’s reading education and gives solid strategies to guide teachers.  One strategy referenced is the Inference Strategy, which our class has learned and practiced.  These EBPs use explicit and scaffolded instruction, which has been taught in our program extensively and I feel very prepared to use.  When a strategy uses familiar patterns that I have been taught, I am more inclined to use it.

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Shelton, A., Wexler, J., Kurz, L. A., & Swanson, E. (2021). Incorporating Evidence-Based Literacy Practices into Middle School Content Areas. TEACHING Exceptional Children, 53(4), 270-278.

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This article by Shelton et al. (2021), looks into literacy practices that are effective for reading comprehension in middle school content courses for students with disabilities.  In order to support students with reading comprehension deficits in all curriculum classes, teachers should implement evidence-based literacy practices in their instruction.  The first strategy described is called Promoting Adolescents’ Comprehension of Text (PACT), which was designed with evidence from social studies classes.  PACT uses reading and discussion to provide middle school students with background knowledge, vocabulary knowledge, and comprehension monitoring for students to comprehend text.  PACT can be used in a variety of classes, regardless of content.  The Comprehension Canopy is another evidence-based literacy practice that can support comprehension through activating background knowledge, facilitating discussions, and asking specific questions about the text.  Other PACT practices include Essential Words and Critical Reading of Text.  PACT evidence-based practices can be used in a variety of content classes to increase comprehension support.

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The PACT strategy is appealing to me since it uses a variety of resources and options.  This allows me to choose what particular practice would work best with the students in my class.  I can also use the three PACT aspects in several different content curriculums.  The Comprehension Canopy is very similar to the CAPS lessons we learned about in class.  I would use the Comprehension Canopy to introduce a new book and vocabulary they will encounter in it.

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Saddler, B., & Preschern, J. (2007). Improving sentence writing ability through sentence-combining practice. Teaching exceptional children, 39(3), 6-11.

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For this evidence-based practice, Saddler and Prescher examine the explicit teaching of writing complex sentences.  Sentence Combining is a practice with positive effects since the 1970s that provides a systematic instruction for creating varied forms of sentence structures.  To successfully implement this practice, teachers must first create exercises that follow a similar pattern to what the student is currently writing.  This way the teacher can guide them into introducing more interesting combinations.  Modeling how to move around words or word parts, adding words, deleting words, and making things sound better out loud are important to explicitly teach this practice.  Teachers can use Sentence-Combining to correct incorrect grammar, such as run-ons and fragments.  This EBP can be used during the revision process as an unguided practice activity with peer proofreading and discussion.

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I learned how to write in the same ways this evidence-based practice explains, so I am a firm believer.  One thing I especially noted was assessing how students write their current sentences and how to create a lesson that is focused on helping students adjust using similar techniques they already are comfortable with.  I like that this one practice can be used in so many ways that best helps the student.  I think it is a great example of a UDL lesson guide.

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Elder‐Hinshaw, R., Manset‐Williamson, G., Nelson, J. M., & Dunn, M. W. (2006). Multimedia inquiry projects supported by reading assistive technology. TEACHING Exceptional Children, 39(1), 6-11.

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For many older students with reading disabilities, repeated failure in comprehension is defeating and unmotivating.  In this article, the authors examine one way to get students more encouraged in reading and improve their ability to comprehend text.  They combined multimedia and reading assistive technology to create an inquiry project.  This project uses the principles of Universal Design for Learning, which include instruction with multiple ways to access the general education curriculum.  Reading assistive technology with auditory and visual approaches can support students with deficits in phonemic awareness, fluency, and comprehension.  By integrating reading with engaging and helpful technology platforms, older students are able to create meaningful representations of their knowledge from the text.  The first step in creating a Multimedia PowerPoint Inquiry Project is the Introduction Session.  This step begins in the computer lab, where students are introduced to the basic concepts and explore examples.  In the next step, the Inquiry Session, students will choose a research topic to organize and structure their project around.  The article describes one mnemonic template called POSE that helps students with this project.  POSE stands for: Predict what information you will find your about your topic, Organize your thoughts, Search for information about your topic, and finally, Evaluate your results.  The next few sessions are called the Resource Sessions.  These sessions are typically spent on the computer, gathering information and analyzing their resources with the help of assistive technology.  The fourth step is called the Storyboard Sessions.  Developing a storyboard for their inquiry project helps the student choose a way to demonstrate their comprehension.  The last step in the project is to present their PowerPoint Sessions.  This step includes practice lessons with Microsoft PowerPoint, allowing time for questions and modeling.  The Multimedia PowerPoint Inquiry Project can engage older students while teaching valuable lessons through multiple representations.

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This was my favorite evidence-based practice I chose for this project.  I want to work with older students and help them be as independent as they can be, and this project is a perfect opportunity for that.  Brainstorming, organizing, and creating content that shows what they have learned is a great way for students who struggle with comprehension to have ownership over their learning.  I would make sure to make this project enjoyable, but also have a focus on making sure the student retains different ways to help themselves comprehend a variety of texts.

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In preparation for graduating and entering the field of Special Education, I want to have a strong repertoire of evidence-based practices that I could apply in any setting I find myself in. I chose these articles because of their focus on UDL lessons and being accessible for all students. These articles will help me create a classroom that fosters learning for all students, regardless of background or disability.