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Instruction to Support Word-Level Reading Skills for Adolescent Learners with Learning Disabilities

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Title: Instruction to Support Word-Level Reading Skills for Adolescent Learners with Learning Disabilities
Language: English
Authors: Brennan W. Chandler (ORCID 0000-0002-3138-6140), Jessica R. Toste (ORCID 0000-0002-6327-0054), Elizabeth J. Hart (ORCID 0000-0003-0198-2897), Devin M. Kearns (ORCID 0000-0001-9703-0932)
Source: Journal of Adolescent & Adult Literacy. 2025 68(4):380-391.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 12
Publication Date: 2025
Document Type: Journal Articles
Reports - Evaluative
Education Level: Secondary Education
Descriptors: Reading Instruction, Teaching Methods, Secondary School Students, Reading Skills, Students with Disabilities, Learning Disabilities, Syllables, Vocabulary Development, Cultural Background
DOI: 10.1002/jaal.1399
ISSN: 1081-3004
1936-2706
Abstract: The middle and high school years represent a unique challenge for students who have not yet attained proficiency with word reading. By this time, it is generally expected that students will be able to independently read a variety of texts to gain content knowledge and to read for understanding. Students with or at-risk for learning disabilities (LD) often struggle with acquisition of word-level reading skills and these difficulties are amplified as words become increasing complex. By fifth grade, most of the new words introduced in text are multisyllabic, yet students often lack a systematic approach for decoding these words. Despite these challenges, teachers "can" effectively support secondary-aged students with LD in developing the foundational word reading skills necessary for reading proficiency. In this article, we describe the critical role of word reading efficiency, unique challenges of multisyllabic word reading, and the importance of ongoing instructional support for students with LD. We then introduce four instructional routines that can be implemented to facilitate secondary students' acquisition of word-level reading skills that also affirm and strength students' diverse cultural and linguistic backgrounds.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1459006
Database: ERIC
FullText Text:
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  Data: Instruction to Support Word-Level Reading Skills for Adolescent Learners with Learning Disabilities
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  Data: <searchLink fieldCode="AR" term="%22Brennan+W%2E+Chandler%22">Brennan W. Chandler</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3138-6140">0000-0002-3138-6140</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jessica+R%2E+Toste%22">Jessica R. Toste</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6327-0054">0000-0002-6327-0054</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elizabeth+J%2E+Hart%22">Elizabeth J. Hart</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0198-2897">0000-0003-0198-2897</externalLink>)<br /><searchLink fieldCode="AR" term="%22Devin+M%2E+Kearns%22">Devin M. Kearns</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9703-0932">0000-0001-9703-0932</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Adolescent+%26+Adult+Literacy%22"><i>Journal of Adolescent & Adult Literacy</i></searchLink>. 2025 68(4):380-391.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 12
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  Data: Journal Articles<br />Reports - Evaluative
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  Data: <searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Syllables%22">Syllables</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Background%22">Cultural Background</searchLink>
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  Data: 10.1002/jaal.1399
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  Data: 1081-3004<br />1936-2706
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  Label: Abstract
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  Data: The middle and high school years represent a unique challenge for students who have not yet attained proficiency with word reading. By this time, it is generally expected that students will be able to independently read a variety of texts to gain content knowledge and to read for understanding. Students with or at-risk for learning disabilities (LD) often struggle with acquisition of word-level reading skills and these difficulties are amplified as words become increasing complex. By fifth grade, most of the new words introduced in text are multisyllabic, yet students often lack a systematic approach for decoding these words. Despite these challenges, teachers "can" effectively support secondary-aged students with LD in developing the foundational word reading skills necessary for reading proficiency. In this article, we describe the critical role of word reading efficiency, unique challenges of multisyllabic word reading, and the importance of ongoing instructional support for students with LD. We then introduce four instructional routines that can be implemented to facilitate secondary students' acquisition of word-level reading skills that also affirm and strength students' diverse cultural and linguistic backgrounds.
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  Data: 2025
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        Value: 10.1002/jaal.1399
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Learning Disabilities
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      – SubjectFull: Syllables
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      – SubjectFull: Vocabulary Development
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      – TitleFull: Instruction to Support Word-Level Reading Skills for Adolescent Learners with Learning Disabilities
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