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Wang, Li-Chih; Chen, Ji-Kang; Tsai, Huang-Ju – Learning Disabilities Research & Practice, 2022
The present study examined the mediating effect of processing speed on the relationship between state anxiety and reading comprehension in Chinese children with and without reading disabilities (RD). A total of 53 Chinese children with RD and 66 typically developing children were administered cognitive and noncognitive measures. We found that the…
Descriptors: Anxiety, Reading Comprehension, Foreign Countries, Reading Difficulties
Solis, Michael; Kulesz, Paulina; Williams, Kelly – Learning Disabilities Research & Practice, 2023
This investigation examined the impact of preintervention word-reading ability on reading comprehension outcomes for ninth graders with learning disabilities, reading difficulties, and English learners in treatment and comparison conditions. Secondary data analyses were conducted for two separate but related experimental studies of intensive…
Descriptors: High School Students, Grade 9, Learning Disabilities, Reading Difficulties
Artzi, Lauren; Hsin, Lisa B.; Sanford, Amanda K.; Brown, Julie Esparza; Guin, Swati – Learning Disabilities Research & Practice, 2022
This review and case example describes the key components of elementary reading instruction and intervention within multitiered systems of supports (MTSS) and ways to enhance and scaffold reading instruction and intervention for language as a means of supporting the learning of students who are emergent multilingual (EM) learners. First, we…
Descriptors: Multi Tiered Systems of Support, Multilingualism, At Risk Students, Learning Disabilities
Hajovsky, Daniel B.; Maki, Kathrin E.; Chesnut, Steven R.; Barrett, Courtenay A.; Burns, Matthew K. – Learning Disabilities Research & Practice, 2022
This study examined the extent to which cognitive ability index scores predicted multidisciplinary teams' (MDT) SLD identification within a response-to-intervention (RtI) method after accounting for RtI slope and norm-referenced achievement scores. Results showed that four achievement composite scores (i.e., basic reading, reading comprehension,…
Descriptors: Learning Disabilities, Disability Identification, Response to Intervention, Cognitive Tests
An Investigation of an Intervention to Promote Inference Generation by Adolescent Poor Comprehenders
Denton, Carolyn A.; York, Mary J.; Francis, David J.; Haring, Christa; Ahmed, Yusra; Bidulescu, Adrian – Learning Disabilities Research & Practice, 2017
This brief experimental study investigated the initial promise of an intervention designed to promote inference generation in adolescents with reading comprehension difficulties. The intervention, provided for nine sessions, included multisyllable word study, teacher explanation and modeling of inference generation and other comprehension…
Descriptors: Inferences, Intervention, Adolescents, Reading Comprehension
Berkeley, Sheri; Larsen, Anna – Learning Disabilities Research & Practice, 2018
Thirty years of intervention research on the effects of reading comprehension strategies for students with learning disabilities was reviewed in this quantitative synthesis. Specifically, researchers targeted studies that contained self-regulated learning components. A systematic search yielded 18 studies from nine research journals that met…
Descriptors: Self Management, Learning Disabilities, Reading Comprehension, Intervention
O'Connor, Rollanda E.; Sanchez, Victoria; Beach, Kristen D.; Bocian, Kathleen M. – Learning Disabilities Research & Practice, 2017
This research replicates an earlier study and extends it by shifting instructional responsibility from researchers to special education teachers, who implemented reading instruction that included multisyllabic word decoding, academic vocabulary, and three comprehension strategies (generating main ideas, comparing and contrasting people and events,…
Descriptors: United States History, Grade 8, Special Education Teachers, Reading Materials
Rouse, Christina A.; Alber-Morgan, Sheila R.; Cullen, Jennifer M.; Sawyer, Mary – Learning Disabilities Research & Practice, 2014
Students with LD who struggle with reading comprehension can benefit from instruction on how to read strategically. One strategy that has been demonstrated to increase reading comprehension is self-questioning. In this study, two fifth graders with LD were taught to self-generate questions using a prompt fading procedure. The participants were…
Descriptors: Prompting, Grade 5, Elementary School Students, Learning Disabilities
McMaster, Kristen L.; Espin, Christine A.; van den Broek, Paul – Learning Disabilities Research & Practice, 2014
Many studies have demonstrated the efficacy of reading comprehension interventions for struggling readers, including students with learning disabilities. Yet, some readers continue to struggle with comprehension despite receiving these interventions. In this article, we argue that an explicit link between cognitive psychology and intervention…
Descriptors: Cognitive Psychology, Reading Difficulties, Reading Comprehension, Learning Disabilities
Watson, Silvana M. R.; Gable, Robert A.; Gear, Sabra B.; Hughes, Kimberly C. – Learning Disabilities Research & Practice, 2012
Reading comprehension is a complex skill that places significant demands on students, beginning with elementary school and continuing through the secondary grades. In this article, we provide an overview of possible factors associated with problems in reading comprehension among secondary students with learning disabilities. Discussion underscores…
Descriptors: Reading Comprehension, Reading Instruction, Secondary School Students, Learning Disabilities
Smith, Gregory W.; Riccomini, Paul J. – Learning Disabilities Research & Practice, 2013
Researchers in the fields of cognitive psychology and education have been studying the negative effects of noise on human performance for almost a century. A new empirical study that builds upon past relevant research on (1) test accommodations and (2) auditory distraction and academic performance was conducted with elementary age students.…
Descriptors: Testing Accommodations, Learning Disabilities, Cognitive Psychology, Reading Comprehension
Spencer, Mercedes; Quinn, Jamie M.; Wagner, Richard K. – Learning Disabilities Research & Practice, 2014
The goal of the present study was to test three competing hypotheses about the nature of comprehension problems of students who are poor in reading comprehension. Participants in the study were first, second, and third graders, totaling nine cohorts and over 425,000 participants in all. The pattern of results was consistent across all cohorts:…
Descriptors: Reading Comprehension, Reading Difficulties, Hypothesis Testing, Grade 1
Mellard, Daryl F.; Fall, Emily E.; Woods, Kari L. – Learning Disabilities Research & Practice, 2013
Statistical analyses of data from an academically diverse sample of 276 adult basic and secondary education learners extends understanding of the relation of and interactions between oral reading fluency and reading competence indices. Significant interactions between total word rate and word error rate that differed in relation to two measures of…
Descriptors: Adult Literacy, Functional Reading, Reading Fluency, Job Application
Mason, Linda H.; Hedin, Laura R. – Learning Disabilities Research & Practice, 2011
In science classes, teachers must consider the need for explicit, systematic reading instruction for students with learning disabilities (LD) while navigating the constructivist and activity-oriented methods typically employed in science instruction. The complexity of scientific information conveyed through print may make reading science texts the…
Descriptors: Constructivism (Learning), Reading Comprehension, Reading Skills, Science Instruction
Kim, Woori; Linan-Thompson, Sylvia; Misquitta, Radhika – Learning Disabilities Research & Practice, 2012
This review examined the effectiveness of critical factors in instruction for improving the reading comprehension of middle school students with learning disabilities. Five critical factors were identified: (i) type of instructional methods, (ii) self-monitoring, (iii) components of reading incorporated, (iv) fidelity of instruction (scripted vs.…
Descriptors: Reading Comprehension, Reading Instruction, Learning Disabilities, Middle School Students
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