Learning to read relies upon the integration of phonological, orthographic, and semantic information. However, no studies have investigated how children with varying reading abilities learn phonological-orthographic (PO) and semantic aspects of novel words as a function of both learning approach (LA; e.g., learning new words in isolation or…

University students who report a history of reading difficulties have been demonstrated to have poorer word reading and reading comprehension skills than their peers; yet, without a diagnosed learning disability, these students do not have access to the same support services, potentially placing them at academic risk. This study provides a…

This study investigated the role of strategy instruction and working memory capacity (WMC) on word problem solving accuracy in children with (n = 100) and without (n = 92) math difficulties (MD). Within classrooms, children in Grades 2 and 3 were randomly assigned to one of four treatment conditions: verbal-only strategies (e.g., underlining…

The present study describes the self-reported learning strategies and study approaches of college and university students with and without dyslexia and examines the relationship of those characteristics with reading ability. Students with (n = 36) and without (n = 66) dyslexia completed tests measuring reading rate, reading comprehension, reading…

The study examined whether teaching 24 elementary disabled readers a structured inferencing strategy using materials sequentially arranged from easy to more difficult would improve their ability to answer inferential questions. Results suggested that disabled readers' apparent problems in answering inferential qustions may exist because of a lack…

A story mapping strategy was used to effectively improve reading comprehension in heterogeneous groups of third/fourth graders, including five learning disabled and low achieving students. Group averages maintained above 80 percent when students were no longer required to use the strategy. (Author/DB)

Twenty grade 5 and 6 students with reading disabilities and 40 average readers were taught to use a self-questioning strategy for the identification of main ideas under either a standard instruction or a generalization induction condition. Results indicated the self-instructional training was equally effective under both conditions and performance…

This study examined the contributions of instruction in goal setting and self-instruction on the acquisition, maintenance, and generalization of a reading comprehension strategy by 47 students (grades 4-6) with learning disabilities. Results indicate that instruction in goal setting and self-instruction did not augment the comprehension…

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)

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)

A major focus in reading difficulty is lack of automaticity in decoding, which overloads the attentional system, leads to the use of small, meaningless visual processing units such as the individual letter, places heavy demands on short-term memory, and interferes with comprehension. Techniques for diagnosis and remediation are noted. (Author/JW)

Forty-five average and 45 poor readers (grades 5-6) received either didactic teaching or self-instruction of the "3H" mnemonic reading comprehension strategy relating to text explicitness, text implicitness, or script implicitness, or received no training. Self-instructional training was more effective in enhancing and maintaining…