The purpose of this study was to investigate the effects of strategy instruction on the reading literacy of students with mild and moderate intellectual disability. Students aged 15-21 with intellectual disability (n=35) participated in 24 sessions of literacy strategy instruction (experimental condition) or remedial literacy-skill acquisition-…

In this paper, the authors raise concerns regarding the use of cognitive strategy instruction (CSI) in culturally and linguistically diverse (CLD) classrooms. The authors recognize the potential benefits afforded by CSI. At the same time, they argue that counter to the intentions of those who have developed CSI, it may be implemented in ways that…

This monograph presents a case study of a Chapter I reading improvement intervention involving reciprocal teaching in Highland Park, Michigan, that was planned and executed during the 1993-1995 school years. Teachers and paraprofessionals taught reciprocal teaching strategies daily to third-grade students to prepare them for the fourth-grade state…

The authors evaluated the effectiveness of explicit reading comprehension strategies instruction, followed by practice in teacher-led whole-class activities (STRAT), reciprocal same-age (STRAT + SA) peer-tutoring activities, or cross-age peer-tutoring activities (STRAT + CA) on 2nd and 5th graders' reading comprehension and self-efficacy…