Read to learn science and LD students

April 14, 2017 at 1:00 pm Leave a comment

The ldatschool has posted an article by Tiffany L. Gallagher, Ph.D. and Xavier Fazio, Ed.D., Brock University titled All Students can Read to Learn Science! 

From their conclusion: “There is great potential to support the learning of science through effective reading instructional supports for students with LDs (Brigham, Scruggs, & Mastropieri, 2011). Current research indicates that students with LDs can be successful readers with strategies that work in synergy with structured hands-on, inquiry-based science approaches (Villanueva et al., 2012). Furthermore, it appears that students with LDs likely benefit from ‘reading to learn’ in science when there is:

  • focus on overall science concepts and big ideas,
  • additional practice and review of core concepts and vocabulary, and
  • science text enhancements.

In particular, mnemonics, graphic organizer creation, repeated readings, and peer-assisted learning strategies (see Mason & Hedin, 2011; Therrien et al., 2011) provided in conjunction with typical science education instruction can significantly improve students with LDs that affect their ‘reading to learn’ in science. Indeed, all students can ‘read to learn’ in science!” 

The article provides greater details and an extensive recommended reading list.

Check it out! Rowan

Entry filed under: LDAO. Tags: , .

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