The following insights into the reading skills of 312 participants in adult basic and secondary education programs are based on a principal components analysis of reading components' contributions to variance in reading comprehension. Overall, 75% of variance was explained by four composite variables representing word skills, language…

Multipass, a complex learning strategy designed to enable a student to gain information from textbook chapters, was taught to eight learning disabled adolescents. The instructional procedures involved a 10 step process including such procedures as describing the steps of the strategy, modeling the strategy, and student practice to criterion in…

Results indicated that attainability levels of learning goals affected the students' reading comprehension. LD adolescents had significantly higher comprehension when assessed on information associated with a learning goal completely attainable than on information associated with a partially attainable learning goal. (Author/CL)

Uses multi-element design to compare effects of reading intervention with a control condition across three secondary students diagnosed with special learning disabilities in reading. Results showed that repeated readings increased factual comprehension levels and factual reading comprehension rates. No differences were found across conditions on…

Presented is a summary of the work done by R. Waugh in analyzing the teaching and/or improvement of reading comprehension among learning disabled junior and senior high students. (DLS)

Learning disabled adolescents can be taught to monitor their reading comprehension. Among approaches are self-questioning (by which students become aware of important textual information) and multipass (an approach using surveying, sizing up, and sorting out). In addition, general strategies such as providing direct instruction and modeling are…

The paper presents four learning strategy techniques--the SQ3R method of study, the Multipass Strategy, the Advanced Study Guide Technique, and Cognitive Mapping--for use with secondary level learning disabled students. The SQ3R method involves the five steps of survey, question, read, recite, and review. An adaption of the SQ3R method, the…

Two learning strategies, visual imagery and self questioning, designed to increase reading comprehension were taught to six learning disabled (LD) secondary students. The Visual Imagery Strategy required the student to read a passage and to create visual images representative of the content; while the Self Questioning Strategy taught the student…

The study found that an interactive vocabulary instructional strategy, semantic-feature analysis, significantly improved the social studies content area text comprehension of 25 learning disabled adolescents. Prior to reading the text, students receiving the experimental instruction completed a relationship chart relating important ideas to key…

Investigates the use of the SQ3R (Survey, Question, Read, Recite, Review) study technique using nine secondary level students with specific learning disabilities. Finds that results of three experiments indicated that, even with direct teacher instruction throughout lessons, SQ3R did not produce a robust effect on literal comprehension. (MG)

The study examined the potential of training in a specific learning strategy (text structure recognition and use) to improve the recall of expository prose of 27 learning disabled high school students. Trained subjects demonstrated better immediate and delayed recall performance than control subjects trained in problem solving strategies.…

Examines the evidence that supports using the technique of repeated readings to increase the reading fluency of students with reading difficulties. (HOD)

Two learning strategies--visual imagery and self-questioning--designed to increase reading comprehension were taught to six learning disabled secondary students. Results indicate that LD students can learn the two strategies and can apply them in both reading ability level and grade level materials. Use of the strategies resulted in greater…

Discusses the difficulties adolescents with learning disabilities often have in higher-level reading comprehension skills, such as character analysis. Suggestions are provided to help teachers select stories and provide instructional support to facilitate student success, including ways to introduce the story, enhance comprehension, and extend…

The study examined the use of expository text structure as a reading and writing strategy with 15 learning-disabled adolescents, 15 normally achieving adolescents, and 15 normally achieving fourth graders. Two reading tasks required students to recognize sequence or comparison-contrast text structure. The third task required students to write…