Author ORCID Identifier
Document Type
Article
Publication Date
4-18-2018
Publication Title
Intervention in School and Clinic
Volume
54
Issue
2
First Page
75
Last Page
82
Abstract
Students with learning disabilities struggle with basic comprehension skills across all content areas. By pairing comprehension strategies with content instruction, secondary content area teachers can strengthen students’ reading skills and content knowledge. This article provides an overview of two comprehension strategies, anticipation guides and double entry journals, that align with research-based recommendations in adolescent literacy and that can be employed across the primary content areas (i.e., English language arts, social/global studies, mathematics, and science).
Recommended Citation
Poch, A. L., & Lembke, E. S. (2018). Promoting Content Knowledge of Secondary Students With Learning Disabilities Through Comprehension Strategies. Intervention in School and Clinic, 54(2), 75–82. https://doi.org/10.1177/1053451218765238
Comments
This is a practitioner publication with my doctoral advisor. The contents of this publication draw from the Annual Professional Performance Review Project I completed in my final year as a classroom teacher at Springville Griffith Institute.
This is an Accepted Manuscript of an article published by Sage in Intervention in School and Clinic on [April 18, 2018], available online: https://doi.org/10.1177/1053451218765238
Reuse restricted to noncommercial and no derivative uses.