scholarly journals Fostering Self-Regulation of Students with Learning Disabilities: Insights from 30 Years of Reading Comprehension Intervention Research

2018 ◽  
Vol 33 (2) ◽  
pp. 75-86 ◽  
Author(s):  
Sheri Berkeley ◽  
Anna Larsen
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Self Regulation ◽  
Intervention Research ◽  
Students With Learning Disabilities ◽  
Comprehension Intervention

Vocabulary Instruction for Students with Learning Disabilities: A Review of the Research

2003 ◽  
Vol 26 (2) ◽  
pp. 117-128 ◽  
Author(s):  
Diane Pedrotty Bryant ◽  
Marilyn Goodwin ◽  
Brian R. Bryant ◽  
Kellie Higgins
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Vocabulary Instruction ◽  
Strategy Instruction ◽  
Selection Procedure ◽  
Intervention Research ◽  
Word Knowledge ◽  
Computer Assisted ◽  
Students With Learning Disabilities ◽  
Immediate Recall

This article reviews research on vocabulary interventions involving students with learning disabilities. The purpose of the review was to summarize the findings of vocabulary intervention research and to present implications for vocabulary instruction. The studies were analyzed based on the following intervention research variables: word selection procedure, materials, instructional design and procedures, duration of the intervention, mastery criterion, measures of vocabulary learning (word knowledge level and reading comprehension), maintenance, and generalization (reading comprehension). Based on the selection criteria, six articles spanning the period from 1978 to the present were identified. Vocabulary interventions were categorized into four areas, computer-assisted instruction (CAI), fluency-building vocabulary practice activities, mnemonic strategy instruction, and concept enhancement instruction. Overall, positive results were found for the interventions on measures of immediate recall, maintenance, and generalization.

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.

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