Lungberg and Reichenberg (2013) Challenge the notion of students with mild intellectual disabilities will not achieve higher order literacy skills required for comprehension and are only taught low order literacy skills such as simple sign and symbol recognition that will only be useful for daily living. Reading comprehension for the reader is to make connections with prior experiences to construct a meaningful reading and understanding of the written text although with students with mild intellectual disabilities have difficulty in understanding and recalling information in literary texts. Lungberg and Reichenberg implemented reciprocal teaching to promote reading comprehension. Reciprocal teaching is an instructional activity as a conversation between student and teacher. Reciprocal teaching is…show more content… “This is an important strategy for active reading. Many students with comprehension difficulties read texts in a passive way, they are not aware that they as readers are expected to question what they read.” (Lungberg and Reichenberg, 2013, p91) After students have generated their questions, the next process is to clarify the text. With students with a mild intellectual disability, they will be challenged with the literary text for many reasons, such as new vocabulary or complex concepts that the student has never encountered before. Teachers working with a student with a mild intellectual disability need to check the students’ understanding and if the student is finding difficulty in understanding what they have read to re-read the text and allow the student to ask for help in what the teacher is asking the student to do so the student can regain the meaning of the passage the student has read
