As reading/learning disabled students enter secondary settings, they face ever-increasing demands in terms of the higher level thinking skills associated with content area courses and textbooks. This article presents an interactive model for teaching content area concepts to students with reading/learning disabilities. It provides teachers with procedures for activating student background knowledge and for assisting students in developing the relationships among concepts that are critical for concept evaluation, synthesis, and application.
|Original language||English (US)|
|Number of pages||16|
|Journal||Journal of Reading, Writing, and Learning Disabilities International|
|State||Published - 1988|
ASJC Scopus subject areas
- Linguistics and Language