An individual instruction intervention with 13 high school students with learning disabilities improved: (1) metacognitive knowledge related to generating or adapting task-specific strategies, (2) ability to generate problem-solving strategies for novel problems, and (3) students' regular classroom grades. (DB)

Sixty children (ages 8-10) with severe reading disabilities received daily intensive one-to-one instruction that differed in depth and extent of instruction in phonemic awareness and phonemic decoding. Both approaches were highly effective in improving reading accuracy and comprehension although measures of reading rate showed continued severe…