NCSET Research to Practice Brief;
Volume 1, Issue 1
A brief addressing the problem of lack of reading proficiency in children, including students with disabilities, in the primary grades. Two approaches for improving the reading skills of secondary students with learning disabilities are explored.
This report was supported in whole or in part by the U.S. Department of Education, Office of Special Education Programs, (Cooperative Agreement No. H326J000005). The opinions expressed herein do not necessarily reflect the policy or position of the U.S. Department of Education, Office of Special Education Programs, and no official endorsement by the Department should be inferred.
Kachgal, Mera; Bremer, Chris; Clapper, Ann T.
Never Too Late: Approaches to Reading Instruction for Secondary Students with Disabilities (NCSET Research to Practice Brief).
University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition (NCSET).
Retrieved from the University of Minnesota Digital Conservancy,
Content distributed via the University of Minnesota's Digital Conservancy may be subject to additional license and use restrictions applied by the depositor.