Scaffolding Inference-making for Adolescents with Disabilities that Impact Reading.

Area of Science:

• Education
• Special Education
• Reading Comprehension

Background:

• Students with reading disabilities (e.g., learning disabilities in reading, high functioning autism, emotional and behavioral disorders) struggle with knowledge-based inferences in informational texts.
• This difficulty impedes their ability to comprehend grade-level material and learn effectively.
• Special educators often lack adequate training in inference-making instruction, despite being responsible for teaching these critical reading skills.

Purpose of the Study:

• To provide special educators with resources for self-directed learning on knowledge-based inferencing.
• To enhance educators' understanding of inference-making processes.
• To equip educators with methods for explicitly teaching inference-making to struggling readers.

Main Methods:

• This article serves as a self-directed learning resource.
• It synthesizes information and research on knowledge-based inference-making.
• It provides practical strategies for educators to implement in their classrooms.

Main Results:

• Special educators can enhance their knowledge of inference-making through dedicated study.
• Effective instructional methods for teaching knowledge-based inferencing can be learned and applied.
• Improved inference skills can lead to better reading comprehension for students with reading challenges.

Conclusions:

• Special educators require targeted professional development in teaching inference-making.
• Explicit instruction in knowledge-based inferencing is crucial for students with reading disabilities.
• Empowering special educators with these skills supports improved academic outcomes for at-risk students.