LibGuides: SED609 Lang &amp; Lit Case Studies: Module 3

Required Resources

Teaching Word Recognition, Second Edition
O’Connor, R. E. (2014). Teaching word recognition: effective strategies for students with learning difficulties (2nd ed.). Guilford Press.

Chapter 11: Other Students with Reading Difficulties - This chapter addresses the needs of students beyond 3rd grade who have difficulty with reading

Reading Rockets: Building Background Knowledge
The authors share strategies to promote eliciting information prior to reading the story.
Enhancing Classroom-Based Communication Instruction for Students with Significant Disabilities and Limited Language
Geist, L., Erickson, K., Greer, C., & Hatch, P. (2020). Enhancing Classroom-Based Communication Instruction for Students with Significant Disabilities and Limited Language. Exceptionality Education International, 30(1), 42–54.
This article shares communication strategies of ESN students.
IRIS Module: Learning Strategies- Module- CRS Reading Comprehension Strategy (CSR)
A comprehension strategy is shared in this article. Part of the CCSS
IRIS Module What is Explicit Instruction?
This article addresses the 16 steps to explicit instruction.
Teaching Adolescents to Read: It's not too Late
Adapting systemic, direct instruction for upper-grade students.
Teaching the Alphabet to Students with Disabilities
A series of strategies to teach the alphabet to special needs students.

Adolescent Literacy: What's Technology Got to Do With It?
This article provides a link between the digital world and literacy.
Effects of a technology-assisted reading comprehension strategy intervention for English learners with learning disabilities.
Jozwik, S. L., & Douglas, K. H. (2017). Effects of a technology-assisted reading comprehension strategy intervention for English learners with learning disabilities. Reading Horizons, 56(2), 42–63.
A review of interventions used with four EL students.
Promoting content knowledge of secondary students with learning disabilities through comprehension strategies
Poch, A. L., & Lembke, E. S. (2018). Promoting content knowledge of secondary students with learning disabilities through comprehension strategies. Intervention in School & Clinic, 54(2), 75–82.
Discusses double-entry journal and anticipation guides.

Lemons, C. J., Allor, J. H., Al Otaiba, S., & LeJeune, L. M. (2018). 10 Research-Based Tips for Enhancing Literacy Instruction for Students With Intellectual Disability. Teaching Exceptional Children, 50(4), 220–232. https://doi.org/10.1177/0040059918758162

Johnston, S. S., O, K. B. V., & Stokes, K. (2018). Early Literacy Support for Students With Physical Disabilities and Complex Communication Needs. Teaching Exceptional Children, 51(2), 91–99. https://doi.org/10.1177/0040059918802808

Whitbread, K. M., Knapp, S. L., & Bengtson, M. (2021). Teaching Foundational Reading Skills to Students With Intellectual Disabilities. Teaching Exceptional Children, 53(6), 424–432. https://doi.org/10.1177/0040059920976674

Crandall, B. R., Cullen, K. A., Duffy, M. A., Dussling, T. M., Lewis, E. C., McQuitty, V., Murray, M. S., O’Toole, J. E., Robertson, J. M., & Stevens, E. Y. (2016). Steps to Success : Crossing the Bridge Between Literacy Research and Practice. Open SUNY Textbooks.