Publication Date
In 2025 | 2 |
Since 2024 | 2 |
Since 2021 (last 5 years) | 6 |
Since 2016 (last 10 years) | 21 |
Since 2006 (last 20 years) | 48 |
Descriptor
Learning Disabilities | 91 |
Reading Achievement | 91 |
Reading Instruction | 91 |
Reading Difficulties | 43 |
Reading Comprehension | 27 |
Intervention | 26 |
Reading Research | 23 |
Teaching Methods | 20 |
Elementary Education | 19 |
Elementary School Students | 19 |
Instructional Effectiveness | 16 |
More ▼ |
Source
Author
Vaughn, Sharon | 5 |
Wanzek, Jeanne | 5 |
Al Otaiba, Stephanie | 2 |
Cook, J. Michael | 2 |
Leinhardt, Gaea | 2 |
Pflaum, Susanna W. | 2 |
Roberts, Greg | 2 |
Sacchetto, Jorge A. | 2 |
Scammacca, Nancy | 2 |
Simmons, Deborah C. | 2 |
Welch, Michael W. | 2 |
More ▼ |
Publication Type
Education Level
Elementary Education | 29 |
Secondary Education | 14 |
Middle Schools | 9 |
Early Childhood Education | 7 |
Elementary Secondary Education | 7 |
Grade 1 | 7 |
Grade 2 | 7 |
Grade 6 | 7 |
Grade 5 | 6 |
Intermediate Grades | 6 |
Junior High Schools | 6 |
More ▼ |
Audience
Teachers | 5 |
Practitioners | 4 |
Researchers | 4 |
Students | 1 |
Location
Texas | 3 |
Greece | 2 |
Louisiana | 2 |
Australia | 1 |
California | 1 |
California (Los Angeles) | 1 |
Colorado | 1 |
Florida | 1 |
Hawaii | 1 |
Illinois | 1 |
Indiana | 1 |
More ▼ |
Laws, Policies, & Programs
Individuals with Disabilities… | 2 |
Education Consolidation… | 1 |
Elementary and Secondary… | 1 |
No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Does not meet standards | 3 |
Anatoli Kirpouiki; Ioannis Agaliotis – British Journal of Special Education, 2025
We examined the efficacy of two interventions aiming to strengthen argumentative text comprehension in Greek secondary students with specific reading disability or low reading achievement of unspecified cause. The first intervention (control group, n = 29) was based on principles of systematic explicit instruction, whereas in the second one…
Descriptors: Foreign Countries, Secondary School Students, Intervention, Persuasive Discourse
Aleksander Kocaj; Kai S. Cortina; Anita F. Vereb; Joanne F. Carlisle – Remedial and Special Education, 2025
This study used data from the U.S. state of Michigan schools participating in the "Reading First" program to examine the stability of students' disability status in Grades 1 to 3. Reading First aimed to improve at-risk students' reading comprehension through research-based instruction. We analyzed how changes in students' disability…
Descriptors: Reading Programs, Students with Disabilities, Grade 1, Grade 2
Candice McNeil Greene – ProQuest LLC, 2022
The increasing number of students who struggle to read has become a significant challenge for the nation's public schools. This study aimed to investigate the use of an online instructional reading program on the academic achievement of students with disabilities compared to race, gender, socioeconomic status, and family structure. The i-Ready…
Descriptors: Reading Programs, Reading Instruction, Academic Achievement, Reading Achievement
Marcia A. Barnes – Mind, Brain, and Education, 2023
Because deficits in executive functions (EFs) characterize most neurodevelopmental disorders, it is appropriate to question the value of EFs for understanding learning disabilities. Two types of studies--those testing whether EFs moderate treatment effects and those testing the direction of effects between EFs and academic skills--are presented to…
Descriptors: Executive Function, Learning Disabilities, Academic Ability, Intervention
Rodgers, Emily; D'Agostino, Jerome; Berenbon, Rebecca; Mikita, Clara; Winkler, Christa; Wright, Mollie E. – Journal of Teacher Education, 2022
We respond to calls for more research to address whether and how successful professional development (PD) experiences (defined here in terms of student progress) are related to changes in teacher beliefs, specifically about effective literacy instruction for young struggling readers. We developed a measure, a Teacher Belief Score, to identify…
Descriptors: Teacher Attitudes, Beliefs, Faculty Development, Reading Instruction
Vaknin-Nusbaum, Vered – Learning Disabilities Research & Practice, 2021
The effectiveness of a morphological awareness (MA) intervention program on reading fluency and accuracy performance was examined in 40 students with reading disabilities in fourth to sixth grade, ranging in age from nine to 12 years old (M = 10.51, SD = 0.89). The study used an experimental pre-post design consisting of a morphological…
Descriptors: Semitic Languages, Reading Difficulties, Learning Disabilities, Grade 4
Lazarus, Kelechi U. – IAFOR Journal of Education, 2020
The study examined the influence that socio-demographic factors (school social environment, type of school and gender) have on achievement in reading comprehension of students with learning disabilities. The study employed the correlational design. One hundred and twentythree (123) Junior Secondary Class 1 (JSS 1) students with learning…
Descriptors: Foreign Countries, Reading Comprehension, Institutional Characteristics, Gender Differences
Sherry Petty – ProQuest LLC, 2020
Extensive research has been conducted on summer reading loss among children from low-SES families and children who are struggling readers (Alexander, Entwisle, & Olson, 2001; Allington, et al., 2010; Compton-Lilly, Caloia, Quast, & McCann, 2016; Cooper, Nye, Charlton, Lindsay, & Greathouse, 1996; Heyns, 1978; Parker & Reid, 2017).…
Descriptors: Reading Instruction, Vacation Programs, Reading Achievement, Achievement Gains
Fenty, Nicole S.; Brydon, Melissa – Intervention in School and Clinic, 2020
Strong oral reading fluency skills are an important indication of good reading. In addition, reading engagement is often correlated with reading success. Unfortunately, students with learning disabilities (LD) often struggle to read fluently and engage with text. Incorporating graphic novels as part of a comprehensive reading program may help…
Descriptors: Oral Reading, Reading Fluency, Correlation, Reading Achievement
Dallas, William P. – Learning Disability Quarterly, 2017
This study evaluated a scheduling methodology referred to as intervention-based scheduling to address the problem of practice regarding the fidelity of implementing Response to Intervention (RtI) in an existing school schedule design. Employing panel data, this study used fixed-effects regressions and first differences ordinary least squares (OLS)…
Descriptors: Response to Intervention, Sustainability, Fidelity, Regression (Statistics)
Williams, Kelly J.; Vaughn, Sharon – Learning Disability Quarterly, 2020
English learners with learning disabilities (LD) have well-documented difficulties comprehending text. This study examined the effects of an intensive reading intervention (Reading Intervention for Adolescents [RIA]) on reading outcomes (word reading, vocabulary, and comprehension) for ninth-grade ELs with LD (n = 85). In the RIA, students…
Descriptors: Program Effectiveness, Intervention, Reading Difficulties, Learning Disabilities
Boudah, Daniel J. – Insights into Learning Disabilities, 2018
National Assessment of Educational Progress (NAEP) data have indicated that many secondary students lack sufficient literacy skills, and that students who receive free/reduced lunch, students from rural settings, and students with disabilities are particularly low-performing (National Center for Education Statistics, 2015). Despite some…
Descriptors: Reading Strategies, Intervention, Adolescents, Learning Disabilities
Van Norman, Ethan R.; Parker, David C. – Learning Disabilities Research & Practice, 2016
Educators use curriculum-based measurement of oral reading (CBM-R) to measure student response to instruction. Current decision-making frameworks assume students demonstrate linear growth across a school year. However, growth appears nonlinear for at least a subgroup of students. We assessed the degree to which grade two (n = 800) and grade three…
Descriptors: Curriculum Based Assessment, Oral Reading, Progress Monitoring, Grade 2
Vaughn, Sharon; Wanzek, Jeanne – Learning Disabilities Research & Practice, 2014
We use three data sources to build a rationale for why intensive interventions are necessary for students with pervasive reading disabilities: current data on the performance of students with disabilities on reading achievement measures over time, observation studies on students with reading disabilities in general and special education…
Descriptors: Learning Disabilities, Reading Difficulties, Intervention, Reading Achievement
Meyer, Nancy K.; Bouck, Emily C. – Learning Disabilities: A Multidisciplinary Journal, 2017
Adolescents with learning disabilities in reading have difficulties with reading and understanding difficult gradelevel curricular material. One frequently used method of support is using read-aloud accommodations, which can be live read-alouds or text-to-speech (TTS) read-alouds. A single case alternating treatment design was used to examine the…
Descriptors: Reading Difficulties, Reading Instruction, Academic Accommodations (Disabilities), Learning Disabilities