Program
Special Education M.A.
Year Approved
2018
First Advisor
Silmser, Lisa
Abstract
The intended purpose of this paper is to examine successful literacy strategies for students with learning disabilities and to also determine how to scaffold literacy instruction to meet the needs of all learners, whether in the general education or Special Education setting. Students with mild to moderate disabilities may require additional supports in developing their reading skills. This paper addresses how research based literacy strategies can be implemented into daily literacy instruction and how they can have a positive impact on overall student learning. The research questions that are examined throughout this paper include: What are successful literacy strategies that are used to increase the reading and writing skills of students, whether in a general education team taught setting or special education setting? What are strategies used to scaffold literacy instruction to support Special Education students in working at grade level standards?
Degree Name
Special Education M.A.
Document Type
Masterʼs thesis
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Thompson, M. (2018). Evidence Based Reading Strategies for Students with Mild to Moderate Disabilities [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/624