| Abstract: | In this article, the authors assess the evidence related to various instructional styles for teaching reading to children with learning disabilities. Results of the literature review indicate that whole language and direct instruction are the two major approaches to teaching reading. Whole language has proven successful for many students with learning disabilities. In addition, direct instruction provides teachers with the ability to steer, guide, and evaluate student progress frequently. However, little research exists regarding the effectiveness of direct versus whole language instruction. The authors also review and discuss neurological and psychological aspects of the development of reading skills and the need for further research. |
