An instructional strategy for teaching comprehension of literature was tested with seven high school students with learning disabilities. The strategy taught story grammar through use of short stories and the paradigm of modeling/guided practice/independent practice. Students showed improved story comprehension. (Author/JDD)

The study investigated effects of training 12 adolescents with learning disabilities in a 7-step word identification strategy (using a general problem-solving strategy with specific substrategies) and found significant gains in word identification but inconsistent gains in comprehension. (DB) (DB)

This article considers the ramifications of early reading failure within the context of J. Chall's five-stage model of reading development: (1) initial decoding, (2) fluency, (3) reading for meaning, (4) relationships and viewpoints, and (5) synthesis. Instructional implications include learning disabled students' special need for good instruction…

Evaluation of a metacognitive reading program with 13 learning-disabled children in grades 3 and 4 found that students increased in performance and awareness of strategies from pre- to posttesting. Differences were also observed between different clusters of students with defensive, pessimistic, or realistic self-concepts. (DB)

Reading-disabled children (n=92) were classified as either scotopic or nonscotopic using the Irlen Differential Perceptual Schedule. Use of either colored or clear overlays over reading material resulted in improved reading rate, accuracy, and comprehension when scotopic children read with the preferred colored overlay filter. Nonscotopic children…

The study examined the effectiveness of the use of nonoptical tinted (Irlen) lenses with 44 children (ages 9-16) with reading disabilities. Evaluation after 6 and 12 months indicated a significant improvement in attitude to school and to basic academic skills. Reading comprehension and accuracy, but not rate, were also significantly improved.…