They need personal, practical things that relate to their lives. For example, it would be far better for you to use the Mercer Mayer's Boy, Dog, Frog book series when having your students dictate a story to accompany a wordless book than David Wiesner's Tuesday or Free Fall. In the Mayer books, a boy, a dog, and a frog have some adventures going fishing. In one of the Wiesner books, a boy goes to sleep, travels to a far-off land of castles and royalty, rides a pig, and floats through the air on a leaf. This is not the kind of story to which most disabled readers can relate.
Disabled readers make different kinds of errors from good readers.
While good readers make meaningful substitutions, self-corrections, omissions, and insertions, disabled readers are more likely to give words that are graphically similar to the printed word, make meaningless substitutions, or nonsense word substitutions. They have the intelligence to learn and there is no educational or cultural deprivation. Therefore, your students could be more likely to have difficulty paying attention or staying in their seats than children who do not need your services. Disabled readers are more likely to see reading as primarily a decoding, word-calling process than good readers who are more likely to search for meaning. According to Walker, print processing involves predicting, monitoring, and elaborating what the words on the page look like.