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ERIC Number: EJ825777
Record Type: Journal
Publication Date: 2008
Pages: 20
Abstractor: As Provided
Reference Count: 44
The Effects of Teaching Text-Structure Strategies to Postsecondary Students with Learning Disabilities to Improve Their Reading Comprehension on Expository Science Text Passages
Gaddy, Stephanie A.; Bakken, Jeffrey P.; Fulk, Barbara M.
Journal of Postsecondary Education and Disability, v20 n2 p100-119 2008
This study was conducted to determine the relative efficacy of text-structure strategy instruction compared to traditional instruction on the reading comprehension of 40 postsecondary students with learning disabilities (LD). Participants were randomly assigned to either a text-structure strategy condition or a traditional instruction condition. Participants completed pretests of prior knowledge, received instructional sessions using expository science passages, and completed immediate and delayed retell tests. Data analyzed with repeated-measures ANOVAs indicated that students in the text-structure strategy condition outperformed students in the traditional instruction condition on both immediate- and delayed-retell measures. Results are discussed in terms of the participant sample, the efficacy of strategy instruction, and type of text structures. Implications for future research are also discussed. (Contains 9 tables.)
Association on Higher Education and Disability. 107 Commerce Center Drive Suite 204, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail:; Website:
Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A