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Showing 1 to 15 of 38 results
Peer reviewed
Direct linkMcMaster, Kristen L.; Espin, Christine A.; van den Broek, Paul – Learning Disabilities Research & Practice, 2014
Many studies have demonstrated the efficacy of reading comprehension interventions for struggling readers, including students with learning disabilities. Yet, some readers continue to struggle with comprehension despite receiving these interventions. In this article, we argue that an explicit link between cognitive psychology and intervention…
Descriptors: Cognitive Psychology, Reading Difficulties, Reading Comprehension, Learning Disabilities
Rouse, Christina A.; Alber-Morgan, Sheila R.; Cullen, Jennifer M.; Sawyer, Mary – Learning Disabilities Research & Practice, 2014
Students with LD who struggle with reading comprehension can benefit from instruction on how to read strategically. One strategy that has been demonstrated to increase reading comprehension is self-questioning. In this study, two fifth graders with LD were taught to self-generate questions using a prompt fading procedure. The participants were…
Descriptors: Prompting, Grade 5, Elementary School Students, Learning Disabilities
Spencer, Mercedes; Quinn, Jamie M.; Wagner, Richard K. – Learning Disabilities Research & Practice, 2014
The goal of the present study was to test three competing hypotheses about the nature of comprehension problems of students who are poor in reading comprehension. Participants in the study were first, second, and third graders, totaling nine cohorts and over 425,000 participants in all. The pattern of results was consistent across all cohorts:…
Descriptors: Reading Comprehension, Reading Difficulties, Hypothesis Testing, Grade 1
Kendeou, Panayiota; Broek, Paul; Helder, Anne; Karlsson, Josefine – Learning Disabilities Research & Practice, 2014
Our aim in the present paper is to discuss a "cognitive view" of reading comprehension, with particular attention to research findings that have the potential to improve our understanding of difficulties in reading comprehension. We provide an overview of how specific sources of difficulties in inference making, executive functions, and…
Descriptors: Reading Comprehension, Reading Difficulties, Cognitive Processes, Inferences
Miller, Amanda C.; Davis, Nicole; Gilbert, Jennifer K.; Cho, Sun-Joo; Toste, Jessica R.; Street, James; Cutting, Laurie E. – Learning Disabilities Research & Practice, 2014
Reading comprehension is influenced by sources of variance associated with the reader and the task. To gain insight into the complex interplay of multiple sources of influence, we employed crossed random-effects item response models. These models allowed us to simultaneously examine the degree to which variables related to the type of passage and…
Descriptors: Reading Comprehension, Reading Skills, Student Characteristics, Reading Fluency
Mellard, Daryl F.; Fall, Emily E.; Woods, Kari L. – Learning Disabilities Research & Practice, 2013
Statistical analyses of data from an academically diverse sample of 276 adult basic and secondary education learners extends understanding of the relation of and interactions between oral reading fluency and reading competence indices. Significant interactions between total word rate and word error rate that differed in relation to two measures of…
Descriptors: Adult Literacy, Functional Reading, Reading Fluency, Job Application
Smith, Gregory W.; Riccomini, Paul J. – Learning Disabilities Research & Practice, 2013
Researchers in the fields of cognitive psychology and education have been studying the negative effects of noise on human performance for almost a century. A new empirical study that builds upon past relevant research on (1) test accommodations and (2) auditory distraction and academic performance was conducted with elementary age students.…
Descriptors: Testing Accommodations, Learning Disabilities, Cognitive Psychology, Reading Comprehension
Kim, Woori; Linan-Thompson, Sylvia; Misquitta, Radhika – Learning Disabilities Research & Practice, 2012
This review examined the effectiveness of critical factors in instruction for improving the reading comprehension of middle school students with learning disabilities. Five critical factors were identified: (i) type of instructional methods, (ii) self-monitoring, (iii) components of reading incorporated, (iv) fidelity of instruction (scripted vs.…
Descriptors: Reading Comprehension, Reading Instruction, Learning Disabilities, Middle School Students
Watson, Silvana M. R.; Gable, Robert A.; Gear, Sabra B.; Hughes, Kimberly C. – Learning Disabilities Research & Practice, 2012
Reading comprehension is a complex skill that places significant demands on students, beginning with elementary school and continuing through the secondary grades. In this article, we provide an overview of possible factors associated with problems in reading comprehension among secondary students with learning disabilities. Discussion underscores…
Descriptors: Reading Comprehension, Reading Instruction, Secondary School Students, Learning Disabilities
Mellard, Daryl; Woods, Kari; Md Desa, Zairul – Learning Disabilities Research & Practice, 2012
Educators confront a difficult challenge of quickly and efficiently identifying students with literacy skill deficits in academically diverse career and technical education classes. A statistical examination of oral reading fluency (ORF) of 296 at-risk students participating in Job Corps tests the hypothesis that a 2-minute, two-dimensional ORF…
Descriptors: Instructional Development, Reading Fluency, At Risk Students, Young Adults
Grant, Amy; Gottardo, Alexandra; Geva, Esther – Learning Disabilities Research & Practice, 2011
This study compared variables related to reading ability in Grade 3 students learning English as a first language (L1) and second language (L2). The students learning English as an L2 came from diverse backgrounds, with different levels of bilingualism in Spanish and English or Portuguese and English before they entered school. Both within-group…
Descriptors: Reading Comprehension, Reading Difficulties, Reading Ability, Grade 3
Mason, Linda H.; Hedin, Laura R. – Learning Disabilities Research & Practice, 2011
In science classes, teachers must consider the need for explicit, systematic reading instruction for students with learning disabilities (LD) while navigating the constructivist and activity-oriented methods typically employed in science instruction. The complexity of scientific information conveyed through print may make reading science texts the…
Descriptors: Constructivism (Learning), Reading Comprehension, Reading Skills, Science Instruction
Hudson, Roxanne F.; Isakson, Carole; Richman, Taylor; Lane, Holly B.; Arriaza-Allen, Stephanie – Learning Disabilities Research & Practice, 2011
In this study, we compared methods to improve the decoding and reading fluency of struggling readers. Second-grade poor readers were randomly assigned to one of the two practice conditions within a repeated reading intervention. Both interventions were in small groups, were 20-28 min long, took place 2-4 days per week, and consisted of phonemic…
Descriptors: Reading Comprehension, Reading Difficulties, Intervention, Reading Fluency
Wexler, Jade; Vaughn, Sharon; Roberts, Greg; Denton, Carolyn A. – Learning Disabilities Research & Practice, 2010
This experimental study was conducted to examine the efficacy of repeated reading and wide reading practice interventions for high school students with severe reading disabilities. Effects on comprehension, fluency, and word reading were evaluated. Participants were 96 students with reading disabilities in grades 9-12. Students were paired within…
Descriptors: Feedback (Response), Reading Difficulties, Learning Disabilities, Effect Size
Spencer, Sally A.; Manis, Franklin R. – Learning Disabilities Research & Practice, 2010
Despite advances in the science of teaching reading, there still exists a small percentage of students who fail to make the expected progress in reading-related skills, notwithstanding attempts at intervention. Even if these struggling readers learn to decode adequately, fluency remains a problem for many, and little is known about the…
Descriptors: Experimental Groups, Control Groups, Reading Comprehension, Reading Difficulties
