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…

The paper discusses argument pedagogy for graduate and professional students with learning disabilities (LD) in the context of academic writing. To understand the nature and types of writing problems that graduate and professional students with LD experience, the author presents results of a university-wide survey with the students who did and did…

This study used a multiple-probe, multiple-baseline single-case design to investigate the efficacy of planning, and then revising strategy instruction using self-regulated strategy development on the compare-contrast writing performance of three late elementary students with language-learning disabilities. After receiving the planning instruction,…

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…

We evaluated the narrative and expository writing samples of 12 adolescents with language-learning disabilities (LLD) in Grades 6 to 12 for elements of microstructure (e.g., productivity, grammatical complexity) and macrostructure (genre-specific text structure elements) using an experimental measure. Writing samples were elicited with…

A multiple-baseline design across subjects was used to investigate the effects of word prediction and text-to-speech alone and in combination on four narrative composition-writing skills (writing fluency, syntax, spelling accuracy, and overall organization) of six fifth-grade Hispanic boys with specific learning disabilities (SLD). Participants…

In this study, we conducted 124 observations of 41 special education teachers teaching reading to their third- through fifth-grade students with learning disabilities to determine the extent to which and in what ways they promoted students' reading comprehension. In 42 lessons, we did not observe any comprehension instruction. In 30 lessons, the…

Students learned a strategy for planning, writing, and evaluating compare-contrast essays. Instruction followed the principles of self-regulated strategy development, which aims to improve knowledge about writing, strategic writing processes, self-regulation, and motivation. Six adolescent students, 3 with learning disabilities in writing and 3…

This study was conducted to determine the relative efficacy of text-structure strategy instruction compared to traditional instruction on the reading comprehension of 40 postsecondary students with learning disabilities (LD). Participants were randomly assigned to either a text-structure strategy condition or a traditional instruction condition.…

Students with learning disabilities (LD) often experience difficulties in writing fluently and using a diversity of words. To help these students, specific and effective writing strategies must be incorporated into instruction and demonstrated to them through modeling. This study examined the effectiveness of using a story map and story map…

The study found that college student writers with learning disabilities (N=35) produced better coherent written text than did underprepared non-disabled students. LD writers appeared to understand text structure like normally achieving writers but, like the underprepared writers, they experienced difficulty in the production process. (Author/DB)

The study examined the use of expository text structure as a reading and writing strategy with 15 learning-disabled adolescents, 15 normally achieving adolescents, and 15 normally achieving fourth graders. Two reading tasks required students to recognize sequence or comparison-contrast text structure. The third task required students to write…

A study involving 111 secondary students with learning disabilities investigated differential reading performance on narrative versus expository text. Students had more difficulty with expository text than with narrative text in terms of reading fluency and comprehension. However, effects for comprehension were mediated by the type of question…

This article summarizes the findings of research studies designed to improve the comprehension of expository text for students with learning disabilities. Twenty-nine studies were located that met the inclusion criteria. Interventions gleaned from the review were categorized as content enhancement (i.e., advance and graphic organizers, visual…

Examines differences in language ability between normally achieving students and learning-disabled students with reading comprehension problems. Poor comprehending students differed from normal achievers for all language measures and in the manner that reader- and text-related variables predicted comprehension. Results supported the positive role…