Publication Date
In 2024 | 0 |
Since 2023 | 0 |
Since 2020 (last 5 years) | 3 |
Since 2015 (last 10 years) | 3 |
Since 2005 (last 20 years) | 3 |
Descriptor
Instructional Effectiveness | 3 |
Reading Comprehension | 3 |
Direct Instruction | 2 |
Intervention | 2 |
Learning Disabilities | 2 |
Middle School Students | 2 |
Reading Difficulties | 2 |
Students with Disabilities | 2 |
Adolescents | 1 |
At Risk Students | 1 |
Bilingual Students | 1 |
More ▼ |
Author
Calvin, Kristie L. | 1 |
Englert, Carol Sue | 1 |
Gray, Shelley | 1 |
Hall-Mills, Shannon S. | 1 |
Marante, Leesa M. | 1 |
Mariage, Mary F. | 1 |
Mariage, Troy V. | 1 |
Publication Type
Journal Articles | 3 |
Reports - Research | 2 |
Information Analyses | 1 |
Education Level
Junior High Schools | 2 |
Middle Schools | 2 |
Secondary Education | 2 |
Elementary Education | 1 |
High Schools | 1 |
Audience
Location
Arizona | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Hall-Mills, Shannon S.; Marante, Leesa M. – Learning Disability Quarterly, 2022
This systematic review article summarizes the effects of explicit text structure instruction on expository text comprehension for adolescents with learning disabilities or at risk for reading failure. A thorough literature search with four databases and backward citation search identified nine studies published in the past 22 years for inclusion…
Descriptors: Text Structure, Direct Instruction, Expository Writing, Instructional Effectiveness
Calvin, Kristie L.; Gray, Shelley – Learning Disability Quarterly, 2022
The purpose of this single case design study was to examine the efficacy of using double-bubble Thinking Maps to improve the reading comprehension of middle school Spanish-English bilingual middle school students with learning disabilities. Participants included three female Spanish-English bilingual middle school students with learning…
Descriptors: Reading Comprehension, Spanish, Middle School Students, Students with Disabilities
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