More and more students with learning disabilities and other diverse learners are placed for instruction in general education classrooms, which often leaves teachers grappling to design successful peer interactions and literacy activities to meet the needs of all learners in their classrooms. As the shift is made to align literacy instruction to…

Students with specific learning disability (SLD) are at a greater risk for reading difficulties, academic stress, and deficits in self-efficacy. There are several research-supported interventions used in schools that are effective in increasing reading skills (e.g., reading fluency) but do not explicitly address academic stress or deficient…

Students with Learning disabilities and at risk for reading difficulties often face challenges in reading fluency and comprehension that impact negatively on academic success. Repeated reading (RR) is an intervention designed to increase reading fluency and comprehension skills among students at risk and diagnosed with disabilities. The purpose of…

This conceptual paper addresses fluency instruction and assessment for students with or at risk for reading disabilities. Although a multidimensional construct, fluency tests more often have been limited to measuring students' reading rate and accuracy. The reasons for this are explained as well as how fluency tests have influenced classroom…

Over the past decade, parent advocacy groups led a grassroots movement resulting in most states adopting dyslexia-specific legislation, with many states mandating the use of the Orton-Gillingham approach to reading instruction. Orton-Gillingham is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive approach to…

Many children with different kinds of learning problems struggle with reading. To help them combat their challenges, easy-to-implement interventions are needed. Reading racetracks have proven to be effective tools to increase sight word fluency in students with disabilities. The purpose of this single-case study was to evaluate this technique, for…

The purpose of this study was to explore the relationships among (1) special education teachers' knowledge for teaching reading fluency, (2) the specific instructional practices they used in fluency instruction, and (3) gains of students with specific learning disabilities (SLD) on a performance measure of oral reading fluency (ORF). Analyses…

Learners at-risk for disabilities in the classroom often require explicit instruction and practice to master skills. Problem solving involves skills that students encounter in every subject area during the school day. The development of problem solving interventions such as Talk Aloud Problem Solving (TAPS) came from a need to help students with…

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…

Poorly developed word recognition skills are the most pervasive and debilitating source of reading challenges for students with learning disabilities (LD). With a notable decrease in word reading instruction in the upper elementary grades, struggling readers receive fewer instructional opportunities to develop proficient word reading skills, yet…

The current study used a multiple-baseline design to examine the effect of providing performance feedback on comprehension strategy use and reading comprehension. The participants were four seventh grade students with comprehension difficulties. The students were taught the reciprocal teaching comprehension strategies of generating questions,…

Incremental Rehearsal (IR) is an effective, evidence-based intervention for teaching words that uses high repetition and a high ratio of unknown and known items. The purpose of the present research study was to evaluate the effectiveness of using Incremental Rehearsal to improve the fluency in reading sight words for three elementary students…

The aim of this study was to evaluate the effectiveness of Neurological Impress Method (NIM) on reading fluency of students with learning disabilities in Amman, Jordan. A sample of forty students (boys and girls) between the ages 10-12 years old with learning disabilities were selected from the Fourth Amman Educational Directorate in the Hashemite…

A synthesis of the research literature was conducted from 2004 to 2014 on interventions designed to build oral reading fluency for elementary students with learning disabilities (LD). An extensive search yielded a total of 12 intervention studies. Among the 12 studies, the majority (n = 9) implemented repeated reading with or without a model.…

Manipulative objects have long been an essential tool in the development of mathematics knowledge and skills. A growing body of evidence suggests using manipulative letters for decoding practice is an also an effective method for teaching reading, particularly in improving the phonological and decoding skills of students at risk for reading…