Students with language impairment often experience serious and far-reaching effects of reading comprehension problems on their academic performance. The complexity of the problems and the characteristics of effective intervention necessitate a collaborative approach among general education teachers, special education teachers, and speech–language pathologists. This article uses a case example of a 15-year-old 10th grader to present elements of a plan for creating and maintaining partnerships among professionals to support reading comprehension.
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Barbara J. Ehren (2006) studied this question.
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