Laws, practices, and research about reading difficulties have been gradually and rapidly changing since the passage of the Individuals with Disabilities Education Act in 1974. It is difficult for schools to keep up, especially when it takes approximately 16 years for research to reach widespread public knowledge. In this article, I frame the…

This review examined the effects of self-questioning (SQ) strategy instruction on reading comprehension outcomes for students with learning disabilities and struggling readers in Grades K-12. Our literature search, encompassing the past 53 years (1965-2018) of research, found 10 studies that fit our inclusion criteria. Reviewed studies included…

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…

The purpose of this article is to describe research-based reading intervention within a Response-to-Intervention (RTI) model, using prevention science as a context. First, RTI is defined and a rationale is provided for its use in improving the reading performance of all students, particularly those students identified as at risk for…

A synthesis of the extant research on reading interventions for students with reading difficulties and disabilities in fourth and fifth grade (ages 9-11) is presented. Thirteen studies with treatment/comparison study designs and eleven single group or single subject studies were located and synthesized. Findings from the 24 studies revealed high…

The "Auditory Discrimination in Depth (ADD) Program[R]" (currently called the "Lindamood Phonemic Sequencing (LiPS) Program[R]") is designed to teach students skills to successfully decode words and to identify individual sounds and blends in words. Initial activities engage students in discovering the lip, tongue, and mouth…

Surveys the literature concerning remedial reading in the United States, with particular attention to new developments in treatment in the areas of medical, psychological, and education therapies. (Author/FL)

Examines the effects of an instructional program designed to teach learning disabled children to use context to determine and correct their errors. Results indicate that training in context is helpful for disabled learners who have achieved reading proficiency beyond grade level two. (MKM)

Reports a study designed to determine whether students with learning problems could increase their own reading efficiency by learning through resources that complemented their perceptual strengths. Subjects were 16 children in a second grade learning disabilities class. Their reading vocabularies were improved during the perceptual program.…

The purpose of this first issue of the 2005-2006 school year is to describe the Learning Disabilities Association's (LDA) activities available to any Adult Basic Education (ABE) program manager, instructor, tutor, or learner in the state of Minnesota at no cost through supplemental service grant funds. Activities of most interest to ABE providers…

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…

Describes a study designed to determine whether children identified as learning disabled by Slingerland's Pre-reading Screening Procedures would progress further in sensory abilities and reading achievement as a result of receiving reading instruction by the synthetic-multisensory or the multiple-factor method. (JM)

Presented in this paper are findings from research and clinical work conducted over the past seven years that support the following conclusions: "Labels are Useless," which discusses the research in relation to using labels to identify children and concludes that the issue is not the accuracy of the labels--a label is as accurate as its definition…

Reviewed in this paper are some of the aspects of Australian practices and research activities in learning disabilities conducted over the past decade. Special emphasis is given to the diagnosis and treatment of children with severe reading problems. The influence of instruments such as the Illinois Test of Psycholinguistic Abilities on the…

Reviews investigation of word recognition and identification ability of learning disabled and average students. Disabled students' abilities did not differ from those of average students with matched reading level and IQ, but they made substantially more errors than average students matched by chronological age and IQ. (HTH)