Examination of 27 studies on spelling instruction for students with learning disabilities suggests several activities that may enhance learning, such as limiting number of new words introduced, facilitating student-directed and peer-assisted instruction, providing immediate error correction, and including instruction in morphemic analysis. Future…

Describes three years of research in intensive long-term writing intervention with adolescents with learning disabilities (LD) and low achievement. Successful intervention was attributed to the genre-specific strategies used, the focused and intensive nature of the writing instruction, and the use of interactive dialogs in conferences between…

There is strong interest in strategy instruction and in conducting research on the topic, with many researchers developing strategy interventions for both normal and learning disabled populations. Experiment design has become both methodologically sound and conceptually convincing. A comprehensive research program requiring both laboratory and…

Review of 48 studies concerning interventions designed to impact the reading comprehension of students with learning disabilities suggests that strong effect sizes are more likely when researchers compare experimental treatment to nontreatment, deliver treatment themselves rather than have classroom teachers deliver it, and assess treatment…

Two studies with poor readers in grade 4 (total N=68) examined the relationship between word identification speed and story reading fluency. Benefits were found for single-word practice prior to reading stories containing those words, even for children who were particularly poor namers. Results are related to theoretical links between fluency and…