Open AccessScaffolding Inference-Making for Adolescents With Disabilities That Impact Reading
Author(s) -
Amy E. Barth,
Cathy Newman Thomas
Publication year - 2021
Publication title -
intervention in school and clinic
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.534
H-Index - 31
eISSN - 1538-4810
pISSN - 1053-4512
DOI - 10.1177/10534512211024929
Subject(s) - reading (process) , psychology , inference , reading comprehension , comprehension , autism , emotional and behavioral disorders , learning disability , special education , mathematics education , reading disability , developmental psychology , dyslexia , computer science , linguistics , artificial intelligence , philosophy , programming language
Middle and secondary grade students with disabilities that impact reading, including learning disabilities in reading (LD-R), high functioning autism (HFA), emotional and behavioral disorders (EBD), and students who are at-risk for reading failure due to the effect of poverty often struggle to make knowledge-based inferences while reading informational texts. As a result, this population of students is not able to read for understanding and learn from grade-level texts. Unfortunately, many special educators have had little preparation in how to develop their knowledge of inference-making or methods for explicitly teaching inference-making. Despite their lack of knowledge, special educators are often solely responsible for teaching skills that support reading comprehension, such as knowledge-based inference-making, to students with LD-R, EBD, HFA, and students reading below grade level. This article provides special educators, via self-directed learning, with information and resources to enhance their understanding of knowledge-based inferencing and methods for teaching knowledge-based inference-making to middle and secondary grade students with and at-risk for disabilities that impact reading achievement.