Effects of Reading Comprehension Interventions for Students with Learning Disabilities

1994 ◽  
Vol 17 (3) ◽  
pp. 223-232 ◽  
Author(s):  
Elizabeth Talbott ◽  
John Wills Lloyd ◽  
Melody Tankersley
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Study Author ◽  
Experimental Methods ◽  
Effect Sizes ◽  
Students With Learning Disabilities ◽  
Research And Practice ◽  
Comparison Groups

We examined 48 studies of interventions designed to affect the reading comprehension of students with learning disabilities and coded their characteristics and effect sizes. Our analyses revealed that students who received the researchers' experimental methods obtained reading comprehension scores that were higher than those of 87% of students in comparison groups. Strong effects were more likely when students' performance was assessed on lower level comprehension measures, when the study author delivered the interventions, and when the experimental students' performance was compared to that of students who did not receive any special intervention. These results indicate that although effective reading comprehension interventions exist, there are gaps between their use in research and practice.

Writing Characteristics of Students With Learning Disabilities and Typically Achieving Peers

2016 ◽  
Vol 83 (2) ◽  
pp. 199-218 ◽  
Author(s):  
Steve Graham ◽  
Alyson A. Collins ◽  
Hope Rigby-Wills
Keyword(s):  
Learning Disabilities ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Students With Learning Disabilities ◽  
Writing Quality ◽  
Research And Practice ◽  
Students With Ld ◽  
Weighted Effect ◽  
Typically Achieving ◽  
Calculated Average

There is a general consensus that writing is a challenging task for students with learning disabilities (LD). To identify more precisely the extent and depth of the challenges that these students experience with writing, the authors conducted a meta-analysis comparing the writing performance of students with LD to their typically achieving peers. From 53 studies that yielded 138 effect sizes, the authors calculated average weighted effect sizes, showing that students with LD obtained lower scores than their peers on the following writing outcomes: writing quality (–1.06); organization (–1.04); vocabulary (–0.89); sentence fluency (–0.81); conventions of spelling, grammar, and handwriting (–1.14); genre elements (–0.82); output (–0.87); and motivation (–0.42). Implications for research and practice are provided based on these findings.

Increasing Secondary Students’ Comprehension Through Explicit Attention to Narrative Text Structure

2021 ◽  
pp. 004005992110255
Author(s):  
Whitney Sommers Butler ◽  
Casey Hord ◽  
Susan Watts-Taffe
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
High School Students ◽  
Reading Instruction ◽  
Secondary Students ◽  
Text Structure ◽  
Literacy Skills ◽  
Students With Learning Disabilities ◽  
Narrative Texts ◽  
School Students

In spite of the prevailing assumption that formal reading instruction is no longer needed once adolescents reach high school, students at the secondary level still benefit from explicit reading instruction to continue developing advanced literacy skills enabling them to access complex narrative texts. This article argues for the importance of teachers to scrutinize the texts they plan to teach to determine what instruction and supports are needed to promote reading comprehension for students with learning disabilities. Specifically, this article examines how nonlinear text structures can challenge adolescent reading comprehension and illustrates explicit text structure instruction with three exemplar texts which use unconventional narrative patterns. The article emphasizes the importance of considering the qualitative features of texts to inform instruction to support reading comprehension for students with learning disabilities.

Reading Comprehension Instruction: Summarization and Self-Monitoring Training for Students with Learning Disabilities

1991 ◽  
Vol 58 (3) ◽  
pp. 270-279 ◽  
Author(s):  
Linda Duncan Malone ◽  
Margo A. Mastropieri
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Training Session ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Self Monitoring ◽  
Think Aloud Protocols ◽  
Reading Comprehension Instruction ◽  
Before And After ◽  
Monitoring Training

Forty-five middle-school students with learning disabilities were randomly assigned to one of three reading-comprehension training conditions: (a) summarization training, (b) summarization training with a self-monitoring component, or (c) traditional instruction. All students were interviewed before and after training regarding the strategies they typically employ during reading comprehension; during one training session, “think aloud” protocols were collected. Results indicated that students with learning disabilities trained in summarization procedures performed statistically higher on all dependent measures. In addition, on some transfer measures, students who were trained in the monitoring component statistically outperformed those with only the summarization training.

Innovations in Blended-Learning

2014 ◽  
pp. 295-306
Author(s):  
Edith Gotesman ◽  
Miri Krisi
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Blended Learning ◽  
Computer Technology ◽  
English For Academic Purposes ◽  
Traditional Teaching ◽  
Students With Learning Disabilities ◽  
Reading Tests ◽  
Sample Group ◽  
E Learning

This research was born out of a necessity to accommodate students with learning disabilities who study English for Academic Purposes (EAP) at the Ashkelon Academic College in Israel. It was aimed at examining whether a convergence of traditional teaching and computer technology complemented by e-learning could assist students with Learning Disabilities (LD) to bypass their initial disadvantages when it came to studying English. Groups of LD students selected for study were given five regular and two guided reading tests to explore whether the use of blended learning improved the reading comprehension abilities of students in the sample group.

Sentence-Level Gist: Literacy Instruction for Students With Learning Disabilities in Co-Taught Classrooms

2020 ◽  
pp. 105345122094437
Author(s):  
Marney S. Pollack ◽  
Alexandra Shelton ◽  
Erin Clancy ◽  
Christopher J. Lemons
Keyword(s):  
At Risk ◽  
Learning Disabilities ◽  
Reading Comprehension ◽  
Literacy Instruction ◽  
Main Idea ◽  
Students With Learning Disabilities ◽  
Sentence Level ◽  
The Subject ◽  
Identification Strategy ◽  
Main Idea Identification

Several strategies that demonstrate promise are available for educators to improve reading comprehension outcomes for students. However, some students, including students with and at risk for learning disabilities, require more intensive supports to develop proficiency in reading comprehension. To support these students, teachers must intensify instruction. This article describes an intensive main idea identification strategy, sentence-level gist, for teachers to use with students with persistent reading comprehension difficulties in the co-taught classroom. The sentence-level gist strategy requires students to determine the subject and important words in each sentence and then synthesize this information to write a main idea statement for a section of a text.

Best Practices in Promoting Reading Comprehension in Students with Learning Disabilities 1976 to 1996

1997 ◽  
Vol 18 (4) ◽  
pp. 198-213 ◽  
Author(s):  
Margo A. Mastropieri ◽  
Thomas E. Scruggs
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Best Practices ◽  
Whole Language ◽  
Relevant Literature ◽  
Comprehension Strategies ◽  
Extensive Literature ◽  
Students With Learning Disabilities ◽  
Reading Comprehension Strategies ◽  
Questioning Strategies

Abstract In this review, the best practices for facilitating reading comprehension for students with learning disabilities are described and summarized. these best practices were derived from the results of an extensive literature review of research in reading comprehension with students with learning disabilities. analysis of all relevant literature revealed consistently high effects for some reading comprehension strategies. strongest outcomes were observed for teacher-led questioning and self-questioning strategies, followed by text-en hancem ent strategies, and, finally, strategies involving basic skills instruction and reinforcement. the few studies that were located in the area of whole language yielded less positive outcomes. implications for effective practice are described.

Using Anticipation Guides to Support Comprehension of Science Informational Text

2018 ◽  
Vol 54 (3) ◽  
pp. 141-148
Author(s):  
Nicole S. Fenty
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Informational Text ◽  
Advance Organizers ◽  
Advance Organizer ◽  
Informational Texts ◽  
Students With Learning Disabilities ◽  
Text Types ◽  
Students With Ld

Students with learning disabilities (LD) in reading often struggle to succeed due to difficulties with reading comprehension. Comprehension difficulties can impact access to a variety of text types, including informational texts. Researchers suggest that students with LD in reading require explicit comprehension supports before, during, and after reading. This article outlines the use of a comprehension tool, anticipation guides (AGs), a type of advance organizer especially suited for use with informational text. A brief summary of the literature surrounding the use of advance organizers in elementary settings is provided. General steps for planning and adapting instruction using AGs are also included. In addition, planning and instructional steps are contextualized using a science illustration. Finally, conclusions are offered.

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