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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).

Keywords

comprehension strategies content area classes learning disabilities (LD)reading English language arts

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Promoting Content Knowledge of Secondary Students With Learning Disabilities Through Comprehension Strategies

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Keywords

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