NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Location
Texas1
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing all 13 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Mariage, Troy V.; Englert, Carol Sue; Mariage, Mary F. – Learning Disability Quarterly, 2020
This exploratory case study used a mixed-methods pre-/post-intervention design to study the impact of an intervention on reading comprehension, annotation, and discussion quality. Five third-grade struggling readers who were part of a Tier 2 reading comprehension group were apprenticed into holding close-reading discussions of informational text.…
Descriptors: Reading Difficulties, Elementary School Students, Intervention, Instructional Effectiveness
Peer reviewed Peer reviewed
Direct linkDirect link
Williams, Kelly J.; Vaughn, Sharon – Learning Disability Quarterly, 2020
English learners with learning disabilities (LD) have well-documented difficulties comprehending text. This study examined the effects of an intensive reading intervention (Reading Intervention for Adolescents [RIA]) on reading outcomes (word reading, vocabulary, and comprehension) for ninth-grade ELs with LD (n = 85). In the RIA, students…
Descriptors: Program Effectiveness, Intervention, Reading Difficulties, Learning Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Miciak, Jeremy; Cirino, Paul T.; Ahmed, Yusra; Reid, Erin; Vaughn, Sharon – Learning Disability Quarterly, 2019
Inadequate responders demonstrate significant risk for learning disabilities. Previous investigations of the cognitive profiles of inadequate and adequate responders have not included measures of executive functions (EFs), which have well-documented associations to reading comprehension. We evaluated EF performance on a common factor comprised of…
Descriptors: Executive Function, Response to Intervention, Identification, Reading Difficulties
Peer reviewed Peer reviewed
Direct linkDirect link
Folsom, Jessica S.; Reed, Deborah K.; Aloe, Ariel M.; Schmitz, Sandra S. – Learning Disability Quarterly, 2019
This study reports on the instruction provided in district-designed intensive summer reading programs. The Tier 3 intervention was provided to 374 students from 24 school districts who were not meeting the end of third-grade reading benchmarks; students were exiting third grade and entering fourth grade. Observations of the 40 classes were…
Descriptors: Summer Programs, Reading Programs, Phonics, Grade 4
Peer reviewed Peer reviewed
Direct linkDirect link
Ciullo, Stephen; Ely, Emily; McKenna, John William; Alves, Kat D.; Kennedy, Michael J. – Learning Disability Quarterly, 2019
Researchers conducted an observation study to explore the instructional practices of special education teachers (N = 20) responsible for teaching reading to students with learning disabilities in Grades 4 and 5. With this study, researchers addressed gaps in previous related literature and improved understanding of how teachers spend their time…
Descriptors: Reading Instruction, Students with Disabilities, Learning Disabilities, Grade 4
Peer reviewed Peer reviewed
Direct linkDirect link
Robinson, Melissa F.; Meisinger, Elizabeth B.; Joyner, Rachel E. – Learning Disability Quarterly, 2019
This study examined the effects of reading modality (oral vs. silent) on comprehension in elementary school students with a specific learning disability in reading (N = 77). A 2 (development-level) × 2 (reading modality) × 2 (time) mixed factorial analysis of variance (ANOVA) was conducted to determine the influence of these variables on…
Descriptors: Silent Reading, Oral Reading, Reading Comprehension, Factor Analysis
Ritchey, Kristen D.; Palombo, Kimberly; Silverman, Rebecca D.; Speece, Deborah L. – Learning Disability Quarterly, 2017
Upper elementary school students who have reading problems may have difficulty in one or more areas of reading, each requiring specific types of interventions. This study evaluated a short-term reading intervention for 46 fifth-grade students with poor reading comprehension. Students were randomly assigned to an intervention or no treatment…
Descriptors: Reading Comprehension, Grade 5, Elementary School Students, Reading Instruction
O'Connor, Rollanda E.; Beach, Kristen D.; Sanchez, Victoria; Bocian, Kathleen M.; Roberts, Sarana; Chan, Olivia – Learning Disability Quarterly, 2017
Helping struggling readers to learn history content in middle school can be difficult due to heavy reading demands. In this study, researchers taught poor readers with and without disabilities in eighth grade to generate main idea statements; create, compare, and contrast paragraphs; and identify cause and effect relations, along with relevant…
Descriptors: Reading Difficulties, Middle School Students, Grade 8, Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Reed, Deborah K.; Lynn, Devon – Learning Disability Quarterly, 2016
This quasi-experimental study examined the effects of a strategy for making text-dependent inferences--with and without embedded self-regulation skills--on the reading comprehension of 24 middle-grade students with disabilities. Classes were randomly assigned to receive the inference intervention only (IO), inference + individual goal setting…
Descriptors: Inferences, Goal Orientation, Statistical Analysis, Quasiexperimental Design
Peer reviewed Peer reviewed
Direct linkDirect link
McKenna, John William; Shin, Mikyung; Ciullo, Stephen – Learning Disability Quarterly, 2015
Systematically observing instruction for students with learning disabilities (LD) provides information regarding the quality of school-based interventions, allocation of instructional time, and other implementation variables associated with student outcomes. In this synthesis, observation studies of reading and mathematics instruction from 2000 to…
Descriptors: Mathematics Instruction, Reading Instruction, Learning Disabilities, Observation
Peer reviewed Peer reviewed
Direct linkDirect link
Kaldenberg, Erica R.; Watt, Sarah J.; Therrien, William J. – Learning Disability Quarterly, 2015
As a growing number of students with learning disabilities (LD) receive science instruction in general education settings, students with LD continue to perform significantly lower than their non-disabled peers. The shift from textbook-driven instruction to inquiry-based approaches to science learning supports students who struggle with reading.…
Descriptors: Reading Instruction, Science Instruction, Learning Disabilities, Reading Difficulties
Peer reviewed Peer reviewed
Direct linkDirect link
Helman, Amanda L.; Calhoon, Mary Beth; Kern, Lee – Learning Disability Quarterly, 2015
This study investigated the effects of a combined contextual and morphemic analysis strategy to increase prediction and analysis of science vocabulary words by three high school (9th--10th grade) English language learners with reading disabilities. A multiple baseline across participants design was used. Students analyzed science words using the…
Descriptors: Prediction, Vocabulary, Science Instruction, Reading Difficulties
Peer reviewed Peer reviewed
Direct linkDirect link
Hall, Tracey E.; Cohen, Nicole; Vue, Ge; Ganley, Patricia – Learning Disability Quarterly, 2015
CAST created "Strategic Reader," a technology-based system blending Universal Design for Learning (UDL) and Curriculum-Based Measurement (CBM) in a digital learning environment to improve reading comprehension instruction. This experimental study evaluates the effectiveness of Strategic Reader using two treatment conditions for measuring…
Descriptors: Learning Disabilities, Technology Uses in Education, Access to Education, Curriculum Based Assessment