This study aimed to examine the role of phonological decoding on the reading skills of Turkish beginning readers with reading disabilities. Participants were 80 second graders with and without reading disabilities educated in general education classes at public elementary schools in Ankara, Turkey. In the assessment process, to test the…

The primary goal of the present systematic review was to examine the criteria and measures used for assessing students with "specific comprehension deficit" (SCD) who have adequate decoding skills but still perform poorly on reading comprehension assessments. From a systematic review of 32 studies, we found four predominant selection…

This study examined the Double-Deficit Hypothesis (DDH) by classifying students with dyslexia into four distinct groups, comparing group differences on text-level reading tasks, and examining group stability across one school year (fall to spring). Elementary students (N = 109) were administered measures of reading fluency, reading comprehension,…

This study investigated the word reading and listening comprehension difficulties of fourth-grade students with significant reading comprehension deficits and the cognitive difficulties that underlie these weaknesses. Latent profile analysis was used to classify a sample of fourth-grade students (n = 446) who scored below the 16th percentile on a…

The purpose of this study was to examine whether group-based differences exist in word- and text-level reading in a clinical sample of students with dyslexia, and to shed light on the cognitive processes supporting these essential skills. Second- through seventh-grade students were administered a battery of standardized measures of cognitive…

The purpose of this study was to classify Korean readers into subgroups based on their reading achievement and to examine the relationships between these subgroups and a set of cognitive-linguistic variables. The reading achievement and cognitive-linguistic skills of 394 elementary school students were measured and the data were analyzed by…

This study examined the effects of reading modality (oral vs. silent) on comprehension in elementary school students with a specific learning disability in reading (N = 77). A 2 (development-level) × 2 (reading modality) × 2 (time) mixed factorial analysis of variance (ANOVA) was conducted to determine the influence of these variables on…

English learners with learning disabilities (LD) have well-documented difficulties comprehending text. This study examined the effects of an intensive reading intervention (Reading Intervention for Adolescents [RIA]) on reading outcomes (word reading, vocabulary, and comprehension) for ninth-grade ELs with LD (n = 85). In the RIA, students…

The purpose of this feasibility study was to inform the development of an intervention to support reading and self-regulation for students with significant reading difficulties and disabilities (RDs), including dyslexia. Participants were 21 special educators, dyslexia specialists, and reading interventionists and 48 students in Grades 2 to 4.…

Upper elementary school students who have reading problems may have difficulty in one or more areas of reading, each requiring specific types of interventions. This study evaluated a short-term reading intervention for 46 fifth-grade students with poor reading comprehension. Students were randomly assigned to an intervention or no treatment…

Systematically observing instruction for students with learning disabilities (LD) provides information regarding the quality of school-based interventions, allocation of instructional time, and other implementation variables associated with student outcomes. In this synthesis, observation studies of reading and mathematics instruction from 2000 to…

The present study seeks to evaluate a hybrid model of identification that incorporates response to instruction and intervention (RTI) as one of the key symptoms of reading disability. The 1-year stability of alternative operational definitions of reading disability was examined in a large-scale sample of students who were followed longitudinally…

In this study, the authors examined the validity of a holistically scored retell within a confirmatory factor analysis framework by comparing the fit of a three-factor model of reading with the data from a diverse sample of seventh and eighth graders. The final model demonstrated adequate fit, [chi][squared](32) = 97.316; comparative fit index =…

The purpose of the current study was to examine academic and cognitive profiles of first graders who responded adequately and inadequately to intensive small-group reading intervention (Tier 2), as well as assess how these profiles differ based on the criteria used for classification of unresponsiveness. Nonresponders were identified using two…

We describe findings from a series of longitudinal studies utilizing a response to intervention framework implemented over 3 years with students in Grades 6 through 8 with reading disabilities and poor reading comprehension. Students were identified based on reading comprehension scores in Grade 5 (n = 1,083) and then randomized to treatment or…