A solid, emerging research base exists to inform how we provide meaningful access to the general education curriculum for students with learning disabilities (LD).
Why have researchers been able to make so much progress so fast when studying how to teach reading comprehension well?
Abstract:
From Education Week:
This 2020 update to the 1999 foundational report reviews the reading research and describes the knowledge base that is essential for teacher candidates and practicing teachers to master if they are to be successful in teaching all children to read well
Two factors were proposed to affect awareness of one's comprehension failure: the inferential processing requirements, and the kind of standards against which comprehension is evaluated.
This simple procedure helps teachers become more responsive to students' knowledge and interests when reading expository material, and it models for students the active thinking involved in reading for information.