The purpose of this registered report study was to determine the effects of explicit text structure instruction on the expository text comprehension of students with language and learning disabilities (LLD) using a multiple baseline design across conditions (e.g., compare-contrast and cause-effect) and participants. Participants included four…

Reading interventions focusing on self-determination can effectively improve the academic performance of students with learning disabilities (LD). This study investigated the effects of a multicomponent reading comprehension strategy intervention, which is based on the Self-Determination Learning Model of Instruction (SDLMI), on the use of…

Secondary content-area teachers seldom use research-based practices for students with learning disabilities (LD), and prior research indicates they often conceptualize instruction in ways that align poorly with research about effective instruction for students with LD. However, prior research has focused on typical secondary content-area teachers,…

Researchers conducted an observation study to explore the instructional practices of special education teachers (N = 20) responsible for teaching reading to students with learning disabilities in Grades 4 and 5. With this study, researchers addressed gaps in previous related literature and improved understanding of how teachers spend their time…

This study evaluated a scheduling methodology referred to as intervention-based scheduling to address the problem of practice regarding the fidelity of implementing Response to Intervention (RtI) in an existing school schedule design. Employing panel data, this study used fixed-effects regressions and first differences ordinary least squares (OLS)…

This article synthesizes observation studies investigating reading instruction for students with learning disabilities (LD) in Grades K-12. A systematic search of the literature between 1980 and 2014 resulted in the identification of 25 studies. In addition to replicating and extending E. A. Swanson's synthesis, the research questions of studies…

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…

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…

For many students at risk of reading difficulties, effective, early reading instruction can improve reading outcomes and set them on a positive reading trajectory. Thus, response-to-intervention models include a focus on a student's Tier I reading instruction as one element for preventing reading difficulties and identifying students with a…

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 authors report findings from a systematic observational study of middle school educators (Grades 6-8) in two states who provided reading interventions within Tier 2 and Tier 3 of a Response to Intervention (RTI) framework. Intervention sessions were coded and analyzed to understand (a) the frequency and type of evidence-based strategies…

The Council for Learning Disabilities' Research Committee hosted a "Must Read" session at the 35th Annual International Conference in which they discussed influential articles published between August 1, 2012, and July 31, 2013. Articles were selected in six areas relevant to learning disabilities research and practice: response to…

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…

As a growing number of students with learning disabilities (LD) receive science instruction in general education settings, students with LD continue to perform significantly lower than their non-disabled peers. The shift from textbook-driven instruction to inquiry-based approaches to science learning supports students who struggle with reading.…

This study tested the effects of teaching high school students with learning disabilities (LD) and other students enrolled in general education classes a morphemic analysis strategy for analyzing and predicting the meaning of words. A comparison-group design was used with random assignment of three intact classes to each of two conditions: (a) the…