Literacy Strategies for Students with Disabilities

The state of Texas provides special education-related services to approximately 500,000 students. However, only 41 percent of these students are approaching grade-level knowledge and skills in reading and math, compared to 75 percent of all Texas students who are approaching grade level (Texas Education Agency Special Education Strategic Plan, 2018).  

This section, Literacy Strategies for Students with Disabilities, includes scientific research and instructional strategies for teaching reading.  The purpose of this site is to build capacity within school districts to implement research-based instruction for students in special education.  

The Many Strands that are Woven into Skilled Reading

Dr. Hollis Scarborough (2001) compares skilled reading to the many strands of a rope. Each strand represents a separate skill that when combined with the others, creates a strong, proficient reader. When any one strand (skill) is not acquired with fluency, it weakens the strength of the rope.

The rope model includes two major categories: language comprehension and word recognition. 

Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.), Handbook for research in early literacy (pp. 97–110). New York, NY: Guilford Press.

  • Project Managers, Inclusion in Texas Network

    Cara Wyly
    (210) 370-5413

    Bianca Cole
    (210) 370-5452