How to Teach Reading to Students With Learning Disabilities

Teaching a child who has a reading disability how to read involves many steps, from assessing the student to choosing the right reading program and materials for instruction. Below are some steps to follow when creating a reading program for a student with a reading disability.

Difficulty: Moderately challenging

Instructions

Things You'll Need:

• Bookstore Gift Certificates
• Blank Record Books
• Library Cards
• Spiral Notebooks

1. Review the student's past evaluation records and the goals and objectives on the previous individual education plan (IEP).

2. Write down any goals or objectives the student has not met.

3. Assess the student's reading ability based on the test and mastery results in his or her records.

4. Determine the student's areas of reading weakness.

5. Create measurable goals and objectives for these areas. Measurable goals and objectives are written in concrete terms using present tense verbs - for example, "The student can recall characters' physical traits after reading."

6. Choose a reading model. You may choose a model that focuses on decoding and sounding out the printed word, a model that focuses on comprehending context and using text cues for understanding, or a combination of both.

7. Choose a reading approach. Some approaches suggest teaching word and letter skills in isolation, then as sentences, while others draw word and letter instruction from a written text or student writing.

8. Choose a reading program. Text publishers have prefabricated reading programs that suggest reading and instructional materials to use and a timeline to follow. Many trade books offer ideas for creating personalized programs.

9. Modify the reading program to accommodate the goals and objectives in your student's IEP.

10. Develop instructional and student materials. Address a student's specific learning style when creating materials. Include visual prompts to remind your student to use specific skills or strategies when reading.

11. Assess progress often. Change the approach or program as needed to ensure student mastery of goals and objectives in the IEP.

12. Record all approaches and programs that work or don't work in the student's permanent records. Future teachers will benefit from the strides you make with the student.

Tips & Warnings

• Check with your school or department for reading approaches or programs and materials already chosen for the school.
• Work as a team of teachers to devise and implement reading approaches and programs for your school.
• See Related Sites for further information on and examples of reading models, approaches and programs that are widely used today.
• It's essential to access and utilize students' past IEP records before beginning instruction.

[christylynn]

on 7/11/2008 I have two chidlren with disabilites it has been a changelle my they have made a tremendous amount of imporvement. My daugther has austim and epslisy she is now ahead in her reading level it has taken alot of work and tutors but she has finally gotten.

on 3/24/2006 It is absolutely essential that the learning strengths of the student be identified. A student with auditory processing deficits will not learn by sounding out words unless a very specialized multi sensory procedure is used under the guidance of a trained specialist. No reading instruction for students with learning disabilities should be undertaken without the supervision of a trained specialist.

on 11/22/2005 Free lesson on the most difficult seven (7) vowel sounds. ?The Controlling R?s.? Learn in ten minutes with the help of a ?RULING R BEAR animation? It?s fun, and will help in reading the dictionary?s phonetic code. Please take a look:

http://www.achildswishes.com/