ABSTRACT
Breit and Justice discuss frameworks and provide guidance for ELA teachers to understand the fundamental skills that influence literacy achievement in both reading and writing, and what ELA teachers should look for when diagnosing reading and writing difficulties in students with disabilities. The authors also offer specific suggestions for how to help children with learning disabilities achieve reading and writing proficiency, including providing access to explicit instruction in core reading and writing skills, promoting self-determination, supplying visual supports, and using computer-assisted instruction.
