Having the ability to read is an essential skill for an individual. However, comprehension, the aim of reading, is a complex cognitive process that involves constructing meaning through deliberate thinking. Unfortunately, students with learning disabilities (LD) often struggle with reading, which impairs their comprehension abilities. Repeated…

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…

In spite of the prevailing assumption that formal reading instruction is no longer needed once adolescents reach high school, students at the secondary level still benefit from explicit reading instruction to continue developing advanced literacy skills enabling them to access complex narrative texts. This article argues for the importance of…

This review and case example describes the key components of elementary reading instruction and intervention within multitiered systems of supports (MTSS) and ways to enhance and scaffold reading instruction and intervention for language as a means of supporting the learning of students who are emergent multilingual (EM) learners. First, we…

Reading comprehension is a critical skill for student success in school, the workplace, and daily life, yet many students display significant reading comprehension deficits. This article describes the impact effective strategy instruction can have on the reading outcomes of students with learning disabilities and related challenges. A discussion…

This study aimed to evaluate the efficacy of the Repeated Reading and Visual Comprehension Program (TOGAP) developed to support the reading comprehension skills of primary school students with specific learning disabilities (SLD) in the 2nd, 3rd, and 4th grades. The research was conducted with four primary school students with SLD. The changing…

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…

More and more students with learning disabilities and other diverse learners are placed for instruction in general education classrooms, which often leaves teachers grappling to design successful peer interactions and literacy activities to meet the needs of all learners in their classrooms. As the shift is made to align literacy instruction to…

The problem examined in this study was that special education teachers and speech-language providers have yet to fully understand how they can collaborate to deliver reading comprehension instruction to students with learning disabilities in integrated co-teaching classroom settings. Using a systems-thinking conceptual framework and basic…

Several strategies that demonstrate promise are available for educators to improve reading comprehension outcomes for students. However, some students, including students with and at risk for learning disabilities, require more intensive supports to develop proficiency in reading comprehension. To support these students, teachers must intensify…

Students with specific learning disabilities (SLD) have difficulty with most reading skills, including reading comprehension. Improving reading comprehension skills requires efficient interventions that consider both meaning- and code-based skills simultaneously. Using a single-subject multiple-baseline design across participants, with alternating…

Students with Learning disabilities and at risk for reading difficulties often face challenges in reading fluency and comprehension that impact negatively on academic success. Repeated reading (RR) is an intervention designed to increase reading fluency and comprehension skills among students at risk and diagnosed with disabilities. The purpose of…

The present case study illustrates the use of explicit text structure intervention for expository reading comprehension with three adolescents with language learning disabilities (LLD). We investigated whether it was feasible to provide direct instruction on the identification of signal words that denote compare-contrast relations between…

Students who have problems comprehending textual material tend to experience failing grades, peer rejection, and even social isolation. Furthermore, students with poor reading comprehension demonstrate poor academic performance in all subjects, not due to difficulty in learning specific subject content (i.e., math, history, etc.), but rather their…

The purpose of this research was to develop guidelines for the production of an educational mobile application and to assess the opinions of its users (students and teachers). The study included 10 students with learning disabilities and 10 teachers from private special education rehabilitation clinics who work with them. Teachers were asked to…