This study was conducted to ascertain if repeated reading or question generation was more effective at improving reading fluency and comprehension of fourth- through sixth-grade students with learning disabilities or reading problems. Adult tutors trained by the investigator conducted the interventions. Instructional components and training within…

A recent study of reading instruction in 28 resource rooms designed for learning-disabled students is described. Program effectiveness was found to be determined by use of student time, method of instruction, and coordination between resource teachers and classroom teachers. Ways to use resource rooms more effectively are suggested. (MT)

This study applied the instructional hierarchy to examining the effects of 3 instructional interventions (listening passage preview, subject passage preview, and taped words) on oral reading performance of 4 students (ages 8-11) with learning disabilities. Results indicated that the listening passage preview intervention (which contained modeling,…

Concludes that the ratio of boys to girls experiencing reading disability problems in the Seattle Public Schools is three to two. (RB)

A study investigated whether reading instruction that emphasizes critical thinking would benefit "learning-disabled" fifth-grade students. Seven students were assigned to an instructional group that participated in a program of 10 dialogical-thinking reading lessons and 7 were assigned to a comparison group that remained with the…

This practicum study evaluated a non-basal, multidisciplinary, multisensory approach to teaching higher order reading comprehension skills to eight fifth-grade learning-disabled students from low socioeconomic minority group backgrounds. The four comprehension skills were: (1) identifying the main idea; (2) determining cause and effect; (3) making…

Ten randomly selected resource teachers participated in a five-weekend workshop course on questioning strategies, designed to help them ask higher cognitive level questions. Students were 60 learning disabled fifth and sixth graders with reading difficulties. A mini-computer collected observational data reflecting student-teacher interaction…

The effect of individual and group feedback upon reducing oral reading errors was investigated with 16 fifth-grade underachievers from a learning disabled (LD) program and from a regular classroom (non-LD). Both individual and group feedback procedures were found effective when compared with the baseline condition. (Author)

The study examined the effectiveness of the Neurological Impress Method--NIM (in which reading skills are taught by having student and teacher read aloud in unison) for 44 learning disabled third, fourth, and fifth graders. (SBH)

Larry arrived from California and was put in a fifth grade class's lowest reading group which was reading third-grade-level basals. Larry was often disruptive during reading instruction and claimed he could only read when the book was upside down. Tests indicated that Larry had normal vision but that he was learning disabled and reading at only a…

Use of a pictorial theme for integrating reading, writing, spelling, and language development was investigated with eight sixth-grade children with reading disabilities. (CL)

Concludes that while any of several types of remedial tutoring was successful with fourth grade remedial readers, children who were merely left in the regular classroom made equal gains. (FL)

A study involving three males (age 13) with learning disabilities investigated the effectiveness of using story mapping for teaching elements of the story form. The instructional procedure positively affected the number of story elements included in students' recall of stories when they were explicitly taught to use it in reading. (Author/CR)

Describes in detail how a fourth-grade language arts teacher was able to inspire one learning-disabled student to develop writing skills in conjunction with that student's interest in drawing pictures. Shows how this student progressed from simple captions to writing stories. (HB)

The effects on independent reading performance of two methods of word-attack instruction were compared for eight learning-disabled boys of intermediate age. The students read orally in the Checkered Flag series for five minutes daily. After a baseline period of two or four weeks, the students received two weeks of instruction focused on observed…