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How can you scaffold critical reading instruction for students with learning disabilities?

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Critical reading is the ability to analyze, evaluate, and synthesize texts for different purposes and perspectives. It is an essential skill for academic success and civic engagement. However, students with learning disabilities may face challenges in developing critical reading skills due to difficulties in decoding, comprehension, vocabulary, fluency, or metacognition. How can you scaffold critical reading instruction for students with learning disabilities? Here are some strategies that can help you support your students in becoming critical readers.

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1 Identify the purpose and audience

Before reading a text, help your students identify the purpose and audience of the text. Why was the text written? Who was it written for? What is the author's point of view and tone? How does the text relate to the students' prior knowledge and interests? These questions can help your students activate their background knowledge, set a goal for reading, and anticipate the main ideas and arguments of the text. You can use graphic organizers, charts, or questions to guide your students in identifying the purpose and audience of the text.

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Dr. Mitesh Popat

HOD & Commerce Educator. Career Counsellor, ATHE Level 6 (UK Ofqual qualification) PgCTL Certified Educator, Teacher Trainer, CIDTT (Cambridge University) and a Lifelong Learner.
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In my perspective, embracing the steps outlined below will effectively scaffold critical reading instruction for students with learning disabilities. 1.Pre-Assessment 2. Differentiated Instruction 3. Explicit Instruction 4. Multisensory Approaches 5. Chunking Information 6. Socratic Questioning 7. Repeated Reading 8. Peer Collaboration 9. Ongoing Monitoring 10. Visual Aids

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Rasha Aboelhassan

Senior Oncology Consultant member of SPFG Factors Group IASLC, member of planning group for ASCO 2024 WNC
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As you know, you can teach any one something if he has no need for it, you need to interview your reading team, voting before choosing book of reading. After that you can discuss with them what author wants to reach ftom this book?dud he reached his point or not? Students who has learning disabilities can have different rate, desires, point of view than other students, so give them separate reading teams and separate reading times.

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2 Teach text structures and features

Text structures and features are the ways that texts are organized and presented to convey meaning and information. For example, text structures can include cause and effect, problem and solution, compare and contrast, or chronological order. Text features can include headings, subheadings, captions, diagrams, charts, or graphs. Teaching your students how to recognize and use text structures and features can help them understand the main idea, key details, and relationships between concepts in the text. You can use explicit instruction, modeling, and examples to teach your students how to identify and analyze text structures and features.

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3 Model and practice annotation

Annotation is the process of marking up a text with notes, symbols, or questions to highlight important information, clarify meaning, or express thoughts and opinions. Annotation can help your students engage with the text, monitor their comprehension, and identify gaps or confusions. You can model and practice annotation with your students by using think-alouds, shared reading, or guided reading. You can also provide your students with annotation tools, such as sticky notes, highlighters, or digital tools, and teach them how to use them effectively.

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4 Facilitate discussion and reflection

Discussion and reflection are essential components of critical reading, as they allow your students to share their interpretations, perspectives, and reactions to the text. They also help your students to evaluate the author's claims, evidence, and reasoning, and to compare and contrast different texts and viewpoints. You can facilitate discussion and reflection by using open-ended questions, prompts, or protocols that encourage your students to explain their thinking, support their opinions, challenge assumptions, and make connections. You can also use different formats of discussion and reflection, such as whole-class, small-group, or individual.

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5 Differentiate instruction and support

Differentiating instruction and support means providing your students with different options and resources to meet their diverse needs and abilities. You can differentiate instruction and support by using flexible grouping, scaffolding, or differentiation strategies. For example, you can group your students by readiness, interest, or learning style, and provide them with appropriate texts, tasks, or questions. You can also scaffold your students' learning by using cues, prompts, or feedback to guide them through the critical reading process. You can also differentiate your instruction and support by using multimodal texts, such as audio, video, or images, or by using assistive technology, such as text-to-speech, speech-to-text, or word prediction.

Critical reading instruction for students with learning disabilities can be challenging, but also rewarding. By using these strategies, you can help your students develop the skills and confidence to become critical readers and learners.

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Madalyn Alfonso-Anderson, M.Ed.

Educator and Teacher-Author with a passion for inclusivity and accessibility for all students
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In my experience, giving students access to the content allows them to be able to demonstrate skill competency even when deficits are present. For example, if you have a student with a reading related disability, it is going to be difficult for that student to identify the “main idea” and “relevant details” if they can’t read the required text. Giving students accommodations such as audio supported texts allows those students to access the content and demonstrate they CAN identify those things, even when reading might be a challenge for them.

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6 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?

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How can you scaffold critical reading instruction for students with learning disabilities?

1

2

3

4

5

6

1 Identify the purpose and audience

2 Teach text structures and features

3 Model and practice annotation

4 Facilitate discussion and reflection

5 Differentiate instruction and support

6 Here’s what else to consider

Teaching

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How can you scaffold critical reading instruction for students with learning disabilities?

1

2

3

4

5

6

1 Identify the purpose and audience

2 Teach text structures and features

3 Model and practice annotation

4 Facilitate discussion and reflection

5 Differentiate instruction and support

6 Here’s what else to consider

Teaching

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