LC Journal of Special Education
Abstract
Recent legislation and focus on research-based instruction has lead to a more unified drive to teaching students with significant cognitive disabilities how to read because we know now that most of these students can learn how to read through intensive instruction using a variety of different strategies to teach the essential components of reading (Browder et al., 2006). As reported by Browder et al. (2006, p. 393), the National Reading Panel (NRP, 2000), “identified five essential components of reading instruction: (a) phonemic awareness, (b) phonics, (c) fluency, (d) vocabulary, and (e) comprehension.” The purpose of this paper is to identify some strategies that have been proven in research to be effective in teaching students with significant cognitive disabilities some of the previously mentioned components of reading.
Recommended Citation
Scruggs, April
(2009)
"Effective Reading Instruction Strategies for Students with Significant Cognitive Disabilities,"
LC Journal of Special Education: Vol. 4, Article 6.
Available at:
https://digitalshowcase.lynchburg.edu/lc-journal-of-special-education/vol4/iss1/6