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Direct linkHall-Mills, Shannon; Marante, Leesa; Tonello, Breanna; Johnson, Lauren – Communication Disorders Quarterly, 2022
The present case study illustrates the use of explicit text structure intervention for expository reading comprehension with three adolescents with language learning disabilities (LLD). We investigated whether it was feasible to provide direct instruction on the identification of signal words that denote compare-contrast relations between…
Descriptors: Reading Comprehension, Adolescents, Middle School Students, Learning Disabilities
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
Coulter, Gail A.; Lambert, Michael C. – Learning Disability Quarterly, 2015
The effects of preteaching key words on accuracy and fluency in connected text were examined with three fifth-grade participants identified with learning disability and reading two grade levels below their same age peers. Researchers incorporated a multiple baseline design (i.e., Baseline and Wordlist Intervention) and found that preteaching…
Descriptors: Learning Disabilities, General Education, Access to Education, Reading Fluency
