NDLI: Inference Instruction to Support Reading Comprehension for Elementary Students with Learning Disabilities

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Inference Instruction to Support Reading Comprehension for Elementary Students with Learning Disabilities

Content Provider	ERIC
Author	Hall, Colby Barnes, Marcia A.
Abstract	Making inferences during reading is a critical standards-based skill and is important for reading comprehension. This article supports the improvement of reading comprehension for students with learning disabilities (LD) in upper elementary grades by reviewing what is currently known about inference instruction for students with LD and providing detailed suggestions and a five-step process for teaching students to make text-connecting and knowledge-based inferences while reading. By bolstering this key reading comprehension skill in the upper elementary grades, teachers can better prepare students for the increased reading comprehension demands of middle school.
Sponsorship	Institute of Education Sciences (ED)
Related Links	http://dx.doi.org/10.1177/1053451216676799
Ending Page	286
Starting Page	279
ISSN	10534512
DOI	10.1177/1053451216676799
Journal	Intervention in School & Clinic
Issue Number	5
Volume Number	52
Language	English
Publisher	SAGE Publications and Hammill Institute on Disabilities
Publisher Date	2017-05-01
Access Restriction	Open
Subject Keyword	Reading Comprehension Learning Disabilities Elementary School Students Inferences Teaching Methods Reading Skills Reading Strategies Reading Improvement Reading Difficulties Teaching Guides Elementary Education
Content Type	Text
Resource Type	Article
Subject	Education Developmental and Educational Psychology Clinical Psychology

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