Reading Instruction in the Inclusion Classroom

Abstract

The identification of effective instructional practices for teaching reading in inclusive settings is crucial for ensuring the success of students with high-incidence disabilities integrated in general education classrooms. Poor reading ability is a strong predictor of school failure, and the majority of students with learning disabilities—the largest high-incidence disability group in schools— experience difficulty with reading. The purpose of this inquiry was to review the literature to identify pedagogically sound and empirically grounded reading approaches that can be used with general and special education students to meet the diverse needs of students in an inclusive classroom setting. Research indicates that poor readers display metacognitive strategy deficiencies that play a large role in their comprehension problems. This review presents specific strategies that support the reading development of both general and special education students and identifies instructional conditions that contribute to successful literacy learning in inclusive settings.