Affiliation:
1. Department of Special Education, University of Thessaly, Greece
Abstract
Reading constitutes a demanding process that entails the acquisition of simple and complex skills, such as decoding, fluency, rapid naming (Helland & Kaasa, 2005) and comprehension (Antoniou & Souvignier, 2007). Due to the variety of skills involved in reading, both typical and learners with Specific Reading Disorder (SRD) face difficulties in that domain. SRD learners present inaccurate decoding, strenuous reading (Shaywitz & Shaywitz, 2005), deficient comprehension of information as well as limited use of cognitive and metacognitive strategies (Zimmerman, 2002), which hinder learners' academic performance. Educators should create an environment where learners are provided with all the educational opportunities which aim at their academic achievement (Nijakowska et al., 2016), through the teaching of strategies, the incorporation of techniques and the encouragement of their independence (Nijakowska et al., 2016). Based on the above, the present chapter focuses on the presentation of inclusive practices for accommodating reading comprehension difficulties in SRD.
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