Keys to Effective LD Teaching Practice: The Teaching/Learning Process (Chapter 4)

This chapter from a larger publication describes three key guidelines for LD-appropriate instructional design and includes a discussion of specific teaching strategies for the content areas of reading, spelling, and math.
Resource URL:
Author(s): 
Margaret Horne Lindop
Author(s) Organizational Affiliation: 
University of Tennessee, Center for Literacy Studies
Published: 
2002
Number of Pages: 
39
Product Type: 
Skill Level: 
NRS EFL 1--ABE Beginning Literacy
NRS EFL 2--ABE Beginning Basic Education
NRS EFL 3--ABE Intermediate Low
NRS EFL 4--ABE Intermediate High
NRS EFL 5--ASE Low
NRS EFL 6--ASE High
Abstract: 

To find reviewed content, see Section 5 - The Teaching/Learning Process:
http://www.cls.utk.edu/pdf/keys_ld/chapter4.pdf

Note: You may also want to reference Appendices D-H, Reflections, and the Bibliography.

 

What the Experts Say: 

Overall, this teacher-friendly chapter offers research-based and practical ideas to improve instruction for adults with or without learning disabilities. It is grounded in practice, includes various strategies and approaches that specifically reflect LD appropriate instruction, and provides examples and resources for direct instruction strategies and materials for 8 content areas. The chapter describes the following three key guidelines for instructional design: 1) Create an Appropriate Learning Environment that Promotes Learner Independence, 2) Provide Instructional Adaptations and Accommodations, and 3) Implement LD-Appropriate Instruction. Significant excerpts from the action research teachers' work and experiences, as well as writings and personal stories about the learners, are included. They provide useful, relevant information for practitioners on how to deliver accessible and appropriate instruction to students with learning disabilities.

This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.

Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.