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Explicit Text Structure Instruction Supports Expository Text Comprehension for Adolescents with Learning Disabilities: A Systematic Review
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Hall-Mills, Shannon S.; Marante, Leesa M. – Learning Disability Quarterly, 2022
This systematic review article summarizes the effects of explicit text structure instruction on expository text comprehension for adolescents with learning disabilities or at risk for reading failure. A thorough literature search with four databases and backward citation search identified nine studies published in the past 22 years for inclusion…
Descriptors: Text Structure, Direct Instruction, Expository Writing, Instructional Effectiveness
Teaching Reading in the 21st Century: A Glimpse at How Special Education Teachers Promote Reading Comprehension
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Klingner, Janette K.; Urbach, Jennifer; Golos, Deborah; Brownell, Mary; Menon, Shailaja – Learning Disability Quarterly, 2010
In this study, we conducted 124 observations of 41 special education teachers teaching reading to their third- through fifth-grade students with learning disabilities to determine the extent to which and in what ways they promoted students' reading comprehension. In 42 lessons, we did not observe any comprehension instruction. In 30 lessons, the…
Descriptors: Reading Comprehension, Special Education Teachers, Elementary School Teachers, Reading Instruction
Reading Comprehension Performance of Adolescents with Learning Disabilities.
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Snider, Vicki E. – Learning Disability Quarterly, 1989
The study found that instructing 13 learning-disabled junior high students in the necessary prior knowledge (information and vocabulary concepts) led to superior reading comprehension performance. Textually explicit text structure also improved reading comprehension. (DB)
Descriptors: Advance Organizers, Directed Reading Activity, Junior High Schools, Knowledge Level
Learning Disabled and Nondisabled College Students' Use of Structure in Recall of Stories and Text.
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Bacon, Ellen H.; Carpenter, Dale – Learning Disability Quarterly, 1989
The study found that college students with learning disabilities (LD) were as able as nondisabled students to use story grammar and comparison text structure to aid recall of social studies text passages. However, LD students scored significantly lower on use of causation text structure. Results suggest that use of comparison structures precede…
Descriptors: Cognitive Processes, College Students, Higher Education, Learning Disabilities