1. Learning Disabilities and Reading Instruction
An Inquiry Presentation
by
Carmen Link

2. The Problem:
More than 8 million students in grades 4-12 are
struggling in reading
Two out of every three high school students are
below grade level in reading
74% of students identified as learning disabled
in 3rd grade will still struggle with reading in 9th
grade
Students fall further and further behind each
year in reading and comprehension

3. Why does this matter?
The ability to read and to understand what is
read is the greatest predictor of academic success
Reading is essential to all content areas; even
math and science
Knowing how to read is important not only in
school, but in life in general
Students who are better readers have higher self-
esteem and self-confidence and view school in a
more positive way
Students who struggle with reading participate
in less social interactions with peers

4. Inquiry Questions
What are some of the characteristics associated
with learning disabilities?
What types of instruction and/or teaching
strategies typically work best for these students?
What does research tell us about how students
with learning disabilities learn best?
How can we modify our curriculum to provide
these students with the best possible learning
environment?

5. How Will This Make A
Difference?
Most importantly, this will make a difference in
the lives of students with learning disabilities
who struggle with reading
Since reading ability can be connected to other
aspects of well-being (social and emotional ties),
this could also make a difference in the lives of
parents, other teachers, and peers as well
By sharing this research with other aspiring
teachers, it may also influence them

6. Connections to this course
We have studied curriculum and instruction and
how they have changed throughout the years
We have learned about various types of
instruction and teaching methods
The research confirmed the ideas that were
presented in this class and prove that the best
learning environment, regardless of student
ability, is one where the student is an active
participant in the educational process.

7. What we know...
In an observational meta-analysis, researchers
found...
Time alloted for reading instruction was minimal
Whole class direct instruction was more
prevalent than small group participation
Comprehension was severely neglected
More than half of instructional time was devoted
to individual seat work and worksheets

8. What else we know...
These types of instruction are not working
Several students, especially those with learning
disabilities, are struggling in reading
Teachers are responsible for providing their
students with the best possible learning
environment and helping students reach their full
potential

9. Instructional Strategies for
Struggling Readers
The Mnemonic Approach
Process used to enhance spelling patterns
Uses stories, acrostics, and pictures to help
students recall letters of words
Example: to remember how to spell “because”
teachers would read a silly sentence such as “Big
Elephants Can Act Up So Easily” with a picture
that the students can color
The student then completes the worksheet and
creates their own new silly sentence

10. Mnemonic Approach Results
Significant improvement in spelling for all
students involved in this study
Every student improved their reading at least
one grade level, some improved by two grade
levels
This technique is designed for words that are
difficult to students and should not be used for
teaching any or every word.

11. Advanced Story Map
Teaching strategy used to improve
comprehension skills
Students receive a worksheet with relevant
questions pertaining to the text before they read
They discuss the questions with the teacher as a
group prior to reading the text
This helps them identify main points and
important ideas

12. Advanced Story Map Results
All students involved in study increased their
ability to comprehend text
All students improved their reading scores on
standardized tests following instruction in story
mapping
All students gained an understanding for the
framework of text

13. Peer Assisted Learning
Strategies
Each student is strategically paired with another
student by the teacher
Students assigned a role as “coach” or “reader”
Students take turns with roles
Structured activities include; partner reading
with retell, paragraph shrinking, and prediction
relay

14. Peer Assisted Learning
Strategies Results
Students were active participants
Social interactions took place
Students were enthusiastic about participating
Proved effective for most students, however, did
not work for small minority of students

15. Word Study
Centered around orthographic knowledge
Teaches phonemic awareness, spelling patterns,
and morphology
Many opportunities for interaction
Has several stages of orthographic knowledge
which readers progress through
Incorporates reading, spelling, vocabulary,
comprehension, and promotes total literacy
development
Complete with lesson plans and extensive
activities to reiterate instruction

16. Word Study Results
Students involved in word study instruction
improved academically in areas of reading,
vocabulary, and especially writing
Also reported were greater levels of confidence,
and motivation
Comprehension also increased in this program

17. Next time I would...
Further research the differences and effects of
these strategies specifically to ESL learners. It
was mentioned in several sources that ESL
learners are overrepresented as learning disabled
and referred to special education too frequently.
I would like to look further into how to prevent
this from happening.

18. References
Gardill, M.C., & Jitendra, A. (1999). Advanced story map instruction: Effects on the reading
comprehension of students with learning disabilities. The Journal of Special Education, 33(1),
p. 2-17. This article discusses improving reading comprehension through the use of story
maps.
Harris, L. (2007). Adolescent literacy: Word study with middle and high school students.
Teaching Exceptional Children Plus, 3(4) Article 4. Retrieved July 14, 2008 from
http://escholarship.bc.edu/education/tecplus/vol3/iss4/art4 This article discusses the Words
Their Way approach to teaching spelling and gaining orthographic knowledge.
Henley, M., Ramsey, R., & Algozzine, R. (2006). Characteristics of and strategies for teaching
students with mild disabilities. Boston: Pearson Education, Inc. This text was helpful in
describing and explaining learning disabilities.
Vaughn, S., Levy, S., Coleman, M., & Bos, C. (2002). Reading instruction for students with LD
and E BD: A synthesis of observation studies. The Journal of Special Education, 36(1), p. 2-13.
This review of research proves that interactive teaching strategies have many benefits
over traditional and direct methods of instruction.

19. References
Howard, S., DaDeppo, L., & De La Paz, S. (2008). Getting the bugs out with PESTS: A
mnemonic approach to spelling sight words for students with learning disabilities. Teaching
Exceptional Children Plus, 4(5), Article 3. Retrieved July 14, 2008 from
http://escholarship.bc.edu/education/tecplus/vol4/iss5/art3 This approach was
very interesting and seemed very effective in helping students learn to spell tricky
words.
McCray, A., Vaughn, S., & Neal, L. (2001). Not all students learn to read by third grade: Middle
school students speak out about their reading disabilities. The Journal of Special
Education, 35(1), p. 17-30. This article took a look at student and teacher
perspectives about struggles with reading. It also gave statistics regarding learning
disabilities.
McMaster, K. (2007). Promises and limitations of Peer-Assisted Learning Strategies in reading.
Learning Disabilities: A Contemporary Journal, 5(2), p. 97-112. This research found the
benefits of pairing students together for reading instruction.