It is important for special educators to have a strong repertoire of diagnostic methods to determine how well students with high-incidence disabilities are accessing, reading, and remembering content from textbooks used in their middle and high school classes. Suggestions for using the diagnostic information to guide specialized instruction responsive to the students’ needs are identified.
Bear, G.G., Kortering, L.J., & Braziel, P. ( 2006). School completers and noncompleters with learning disabilities: Similarities in academic achievement and perceptions of self and teachers . Remedial & Special Education, 27, 293-300.
2.
Bhattacharya, A. ( 2006). Syllable-based reading strategy mastery of scientific information. Remedial and Special Education, 27, 116-123.
3.
Devault, R., & Joseph, L.M. ( 2004). Repeated readings combined with word boxes phonics technique increases fluency levels of high school students with severe reading delays . Preventing School Failure, 49(1), 22-27.
4.
Hall, L.A. ( 2006). Anything but lazy: New understandings about struggling readers, teaching, and text. Reading Research Quarterly, 41, 424-426.
5.
Jitendra, A.K., Deatline-Buchman, A., & Sczesniak, E. ( 2005). A comparative analysis of third-grade mathematics textbooks before and after the 2000 NCTM standards. Assessment for Effective Intervention, 30(2), 47-62.
6.
Jitendra, A.K., Nolet, V., Xin, Y.P., Gomez, O., Iskold, L., Renouf, K., et al. (2001). An analysis of middle school geography textbooks: Implications for students with learning problems. Reading and Writing Quarterly, 17, 151-174.
7.
Lovitt, T.C., & Horton, S.V. ( 1994). Strategies for adapting science textbooks for youth with learning disabilities. Remedial and Special Education , 15, 105-116.
8.
Mastropieri, M.A., Scruggs, T.E., & Graetz, J.E. ( 2003). Reading comprehension instruction for secondary students: Challenges for struggling students and teachers. Learning Disability Quarterly, 26, 103-116.
9.
McMaster, K.L., Wayman, M.M., & Cao, M. ( 2006). Monitoring the reading progress of secondary-level English learners: Technical features of oral reading and maze tasks. Assessment for Effective Intervention, 31, 17-31.
10.
Rasinski, T.V., Padak, N.D., McKeon, C.A., Wolfong, L.G., Friedaur, J.A., & Heim, P. ( 2005). Is reading fluency a key for successful high school reading ? Journal of Adolescent & Adult Literacy, 49, 22-27.
11.
van Garderen, D. ( 2006). Spatial visualization, visual imagery, and mathematical problem solving of students with varying abilities. Journal of Learning Disabilities, 39, 496-506.
12.
Witzel, B.S., & Riccomini, P.J. (2007). Optimizing math curriculum to meet the learning needs of students. Preventing School Failure, 52(1), 13-18.
