Implementing Reading Strategies in Science for Special Education Students

Abstract

Reading comprehension skills are vital for the academic success of students in a science classroom. However, some students are lacking necessary reading skills, especially students with learning disabilities. These students often fall behind in science content at an early age and struggle throughout their academic career. It is a challenge for teachers to provide quality instruction if students are unable to comprehend what they are reading.

Therefore, the purpose of this study was to examine the relationship between reading comprehension and academic success of special education students in a co-taught eighth grade science class. Fifteen students will participate in this study. Students in the control group will receive traditional instruction, while students in the treatment group class will be taught with specific reading comprehension strategies integrated before, during, and after reading science content. The content unit test on electro-magnet waves will be administered before and after teaching the integrated curriculum (IC). Student surveys will be conducted to evaluate their perceptions of the IC. The results will provide valuable information for academic success in science learning of special education students.

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