Reading Strategies to Improve Reading Skills of Disabled Students

The considerable body of research showed that students with disability (SWD) have severe difficulties in at least one component of reading, no matter the type of disability. As a natural result of this fact, the reading skills of SWD lag behind their typically developing peers. However, the situation experienced by SWD is not a destiny, and the reading success of SWD can be substantially improved through the use of evidence-based practices. To date, some independent research institutions and research groups have examined research studies aimed at enhancing the reading skills of SWD and identified various evidence-based reading strategies related to the five fundamental components of reading. Phonemic awareness training and explicit instruction, systematic and explicit phonics instruction, dialogic reading, mnemonics, listening passage preview + repeated readings, self-regulated strategy development, and story mapping are among these evidence-based strategies.