Yangrui Yang, Sisi Chen, Yaping Zhu, Hao Zhu, Zhigang Chen
Knowledge graph empowerment from knowledge learning to graduation requirements achievement
PloS one
young children learning disabilities typically encounter difficulty academic tasks requiring intentional effort effective use metacognitive skillsqualities competent readers writers possess response difficulties special educators often modify literacy instruction isolating basic skills literacy decoding penmanship meaningful reading writing activities instruction contributes impoverished notions literacy exacerbates problems metacognition two research programs reported challenge conventional literacy instruction provided many young students ld programs rooted developmental cognitive theory research well emergent literacy theory social nature learning emphasized focus role teacher form discourse role text literacy instruction results show children learning disabilities benefit strategy instruction occurring within classroom cultures support collaborative discourse flexible application comprehension strategies appropriate meaningful opportunities reading writing