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Download full textYilmaz, Engin; Melekoglu, Macid Ayhan – International Journal of Progressive Education, 2022
Specific learning disabilities (SLD) is a general term referring to a heterogeneous group of disorders displayed by individuals with special needs. SLD refers to disorders in reading, writing and mathematics. A large proportion of students with SLD need support in reading as well as in reading comprehension skills, an important component and…
Descriptors: Reading Comprehension, Reading Programs, Program Development, Elementary School Students
Direct linkEngin Yilmaz; Macid Ayhan Melekoglu – Reading & Writing Quarterly, 2024
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…
Descriptors: Elementary School Students, Students with Disabilities, Learning Disabilities, Program Effectiveness
Görgün, Bora; Melekoglu, Macid Ayhan – Reading & Writing Quarterly, 2022
This study aimed to develop the Reading Fluency and Comprehension Supplemental Education Program (OKA[superscript 2]DEP) and investigate the effects on reading fluency and comprehension skills of students with specific learning disabilities (SLD) in Turkey. OKA[superscript 2]DEP is the abbreviation of the Turkish name of the program and OKA stands…
Descriptors: Reading Fluency, Reading Comprehension, Reading Programs, Program Effectiveness
Leidig, Tatjana; Grünke, Matthias; Urton, Karolina; Knaak, Turid; Hisgen, Susanne – Learning Disabilities: A Contemporary Journal, 2018
Children who do not adequately master the transition from "learning to read" (LTR) to "reading to learn" (RTL) will clearly fall behind in every subject area during their secondary education. The purpose of this study was to determine whether a simple reading comprehension strategy developed by Schumaker, Denton, and Deshler…
Descriptors: Reading Instruction, Reading Programs, Peer Teaching, Tutoring
Zipoli, Richard P., Jr. – Intervention in School and Clinic, 2017
The ability to understand sentences contributes to students' reading comprehension. However, many reading programs tend to underemphasize explicit instruction aimed at enhancing students' knowledge of sentence structures. Children with language impairments, students with learning disabilities, and English language learners may particularly benefit…
Descriptors: Sentences, Reading Comprehension, Reading Programs, Sentence Structure
Cook, Pamela; Rodes, Deborah R.; Lipsitz, Kay L. – Learning Disabilities: A Multidisciplinary Journal, 2017
Reading Recovery, a meaning-based reading program designed for young children at risk of reading failure, is widely implemented across the United States. We discuss the recent Reading Recovery $45 million four-year i3-funded scaleup study that was designed to "cover the expansion of Reading Recovery around the U.S." (May, Sirinides,…
Descriptors: Reading Instruction, Early Intervention, Special Education, Learning Disabilities
Cullen, Jennifer M.; Alber-Morgan, Sheila R.; Schnell, Senny T.; Wheaton, Joe E. – Remedial and Special Education, 2014
Reading comprehension is a critical skill for school success. Struggling readers can benefit from computer-assisted instruction that utilizes components of effective instruction (e.g., frequent practice, immediate feedback). The purpose of this study was to examine the effects of Headsprout Comprehension, a computer-assisted reading program, on…
Descriptors: Reading Skills, Reading Comprehension, Reading Difficulties, Computer Assisted Instruction
Strickland, Whitney D.; Boon, Richard T.; Spencer, Vicky G. – Learning Disabilities: A Contemporary Journal, 2013
This article provides an extensive review of the literature on the use of repeated reading to improve the reading fluency and comprehension skills of elementary-age students with learning disabilities. A systematic review of the published literature from 2001 to 2011 was conducted and nineteen (N = 19) research-based repeated reading studies were…
Descriptors: Reading Instruction, Reading Fluency, Reading Comprehension, Learning Disabilities
Hall, Tracey E.; Cohen, Nicole; Vue, Ge; Ganley, Patricia – Learning Disability Quarterly, 2015
CAST created "Strategic Reader," a technology-based system blending Universal Design for Learning (UDL) and Curriculum-Based Measurement (CBM) in a digital learning environment to improve reading comprehension instruction. This experimental study evaluates the effectiveness of Strategic Reader using two treatment conditions for measuring…
Descriptors: Learning Disabilities, Technology Uses in Education, Access to Education, Curriculum Based Assessment
Retter, Shannan; Anderson, Christine; Kieran, Laura – Journal of Educational Multimedia and Hypermedia, 2013
This action research project explored the use of the iPad 2 in a special education classroom with high school students who were considered struggling readers to determine if an academic gain in reading comprehension, reading fluency, and vocabulary implementing the intervention of an iPad and four specific applications (apps). The high school…
Descriptors: Handheld Devices, Educational Technology, Learning Disabilities, Special Education
Hilsmier, Amanda Strong; Wehby, Joseph H.; Falk, Katherine B. – Reading Improvement, 2016
The research base on how to effectively intervene to improve the reading fluency of students with academic and behavioral disabilities at the middle school level does not provide a strong support for evidence- based practices with this age group. The purpose of this study was to extend the body of research on reading fluency interventions to…
Descriptors: Reading Fluency, Middle School Students, Disabilities, Evidence Based Practice
Hua, Youjia; Hendrickson, Jo M.; Therrien, William J.; Woods-Groves, Suzanne; Ries, Pamela S.; Shaw, Julia J. – Focus on Autism and Other Developmental Disabilities, 2012
Reread-Adapt and Answer-Comprehend (RAAC) is a reading intervention designed to target fluency and comprehension for students with disabilities. Previous researchers have demonstrated the effectiveness of the intervention for students with learning disabilities. This study extended the research by using the RAAC intervention with three…
Descriptors: Reading Programs, Reading Comprehension, Intervention, Reading Fluency
What Works Clearinghouse, 2012
"Reading Mastery" is designed to provide explicit reading instruction to students in grades pre-K-5. One of several Direct Instruction curricula from McGraw-Hill, "Reading Mastery" is available in two versions: (1) "Reading Mastery Classic" (for grades pre-K-2) aims to help beginning readers identify letter sounds,…
Descriptors: Reading Programs, Program Evaluation, Mastery Learning, Direct Instruction
Wanzek, Jeanne; Vaughn, Sharon; Roberts, Greg; Fletcher, Jack M. – Exceptional Children, 2011
This experimental study reports findings on the effects from a year-long reading intervention providing daily 50-min sessions to middle school students with identified learning disabilities (n = 65) compared with similar students who did not receive the reading intervention (n = 55). All students continued to receive their special education…
Descriptors: Middle School Students, Intervention, Reading Fluency, Learning Disabilities
Haselden, Polly G.; Webster, S. Elizabeth – Online Submission, 2011
The Great Leaps Reading Program (GLRP) was developed to supplement the reading instruction of students with reading difficulties (Campbell, 1995). Repeated readings, within each component of the GLRP intervention, were used until a predetermined criterion for mastery was achieved. Three secondary students educated in a rural, Title One school…
Descriptors: Reading Difficulties, Intervention, Reading, Reading Programs
