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Abstract:
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Reading comprehension is defined by Vellutino (2003) as “the ability to obtain meaning from written text for some purpose” (p. 51). However, individual differences in knowledge, skills, and abilities affect a student’s reading comprehension. Reading is the main academic area in which students with learning disabilities experience difficulties (Gearheart & Gearheart, 1989). The essence of reading is comprehension; however, many students struggle to read effectively because they lack critical elements of comprehension. Therefore, struggling students need to develop strategies that help them become active, competent readers who acquire meaning from text. When students comprehend what they read, they enjoy it and are motivated to read more (Jennings, Caldwell, & Lerner, 2010). This paper will explore how teaching reading comprehension strategies to learning disabled or struggling readers in upper elementary school applies to learners and learning |
