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Best Practices for Supporting Reading Comprehension in Learners with
Exceptionalities
Jennifer Coley
American College of Education
LIT5363: Literacy for Exceptional Learners
Dora Renaud
May 30, 2025
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I. Introduction
A. Purpose of the paper
B. Definition of reading comprehension and its importance for learners with
exceptionalities
C. Description of target student groups (e.g., students with dyslexia, ADHD,
twice-exceptional learners)
D. Rationale for targeted support to promote equity and engagement
E. Reference to key research and course readings emphasizing evidence-based
interventions (Hoffman et al., 2020; Bone & Bouck, 2020)
II. Evidence-Based Best Practices and Implementation Strategies
A. Explicit Comprehension Instruction
1. Teach strategies such as summarizing, predicting, clarifying, and questioning.
2. Use modeling, think-alouds, and scaffolded instruction.
3. Supported by research demonstrating comprehension gains through direct strategy
instruction (Zimmermann & Reed, 2020; Stevens et al., 2021).
4. Implementation Plan: Integrate explicit instruction into small-group reading
sessions; model each strategy during shared reading before independent practice.
B. Assistive Technology
1. Tools like text-to-speech and audiobooks enhance accessibility.
2. Integration of technology into IEPs and classroom practice.
3. Supports students with dyslexia when teachers receive appropriate training
(Bone & Bouck, 2020).
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4. Implementation Plan: Incorporate assistive technology tools (e.g., screen readers)
during comprehension tasks; train teachers on effective integration.
C. Differentiated Reading Materials
1. Provide texts at various Lexile levels tied to student interests.
2. Offer flexible formats and student choice.
3. Gifted, twice-exceptional, and multilingual learners benefit from individualized
interventions (Jozwik et al., 2023).
4. Implementation Plan: Use leveled book sets, thematic reading collections, and
student-led text selection during literacy centers.
D. Graphic Organizers
1. Use concept maps, timelines, and cause-effect diagrams.
2. Help students visually organize and understand content.
3. Research supports the effectiveness of graphic organizers for comprehension
(Hall-Mills et al., 2022).
4. Implementation Plan: Model the use of graphic organizers in whole-class lessons;
incorporate them during guided reading groups, with gradual release to independent
use.
E. Reciprocal Teaching
1. Incorporate peer dialogue and collaborative reading strategies.
2. Use rotating student roles to practice comprehension skills.
3. Enhances metacognition and engagement (Stevens et al., 2021).
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4. Implementation Plan: Introduce reciprocal teaching roles through explicit
instruction; practice each role in small groups, gradually transitioning to student-led
discussions.
III. Conclusion
A. Summary of the five best practices for supporting reading comprehension.
B. Connection to course readings and scholarly research.
C. Emphasis on inclusive, differentiated instruction as key to literacy success.
D. Proposed next steps for classroom implementation and professional development.
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IV. References
Bone, E. K., & Bouck, E. C. (2020). Accessible text-to-speech options for students who struggle
with reading. Intervention in School and Clinic, 55(3), 160–167.
Hall-Mills, S., Grisham-Brown, J., & Prevatte, C. (2022). Supporting reading comprehension for
students with disabilities: A review of graphic organizer interventions. Reading &
Writing Quarterly, 38(4), 351–369.
Hoffman, E. B., Whittingham, C. E., & Teale, W. H. (2020). A decade of early literacy research:
Who did what, where, and to what end? Reading Research Quarterly, 55(S1), S7–S26.
Jozwik, S., Cuenca-Carlino, Y., & Ellis, E. (2023). Reading interventions to support English
learners with disabilities in high school: A systematic review. Learning Disabilities: A
Multidisciplinary Journal, 28(2), 87–104.
Stevens, E. A., Vaughn, S., Capin, P., & Roberts, G. (2021). A synthesis of reading interventions
for upper elementary and middle school students with or at risk for reading difficulties.
Journal of Learning Disabilities, 54(1), 5–20.
Zimmermann, K. A., & Reed, D. K. (2020). Improving reading comprehension of informational
text: Text structure instruction for students with or at risk for learning disabilities.
Journal of Learning Disabilities, 53(5), 355–368.