The purpose of this study was to determine whether integrating encoding instruction with reading instruction provides stronger gains for students who struggle with reading than instruction that includes little or no encoding. An instructional design model was investigated to best fit the data of 175 first-grade readers at risk for reading…

A review of the research on metacognition explores the impact of this concept on learning-disabled individuals, focusing on the positive effects of such research on teaching and on the importance of broadening teachers' understanding of their learning-disabled students' academic failures. (Author/CB)

We compared a reading intervention that consisted of explicit, self-regulatory strategy instruction to a strategy intervention that was less explicit to determine the impact on the reading-specific self-efficacy, attributions, and affect of students with reading disabilities (RD). Participants included 20 students with RD who were entering grades…