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Reading Comprehension Strategy Instruction and Attribution Retraining for Secondary Students with Learning and Other Mild Disabilities
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Berkeley, Sheri; Mastropieri, Margo A.; Scruggs, Thomas E. – Journal of Learning Disabilities, 2011
A pre-post experimental design with 6-week delayed posttest was implemented to investigate the effects of reading comprehension strategy (RCS) instruction with and without attribution retraining (AR) on reading outcomes for seventh, eighth, and ninth graders with learning and other mild disabilities. Students were randomly assigned to one of three…
Descriptors: Reading Comprehension, Research Design, Mild Disabilities, Effect Size
Diagnosis and Treatment of Reading Disabilities Based on the Component Model of Reading: An Alternative to the Discrepancy Model of LD
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Aaron, P. G.; Joshi, R. Malatesha; Gooden, Regina; Bentum, Kwesi E. – Journal of Learning Disabilities, 2008
Currently, learning disabilities (LD) are diagnosed on the basis of the discrepancy between students' IQ and reading achievement scores. Students diagnosed with LD often receive remedial instruction in resource rooms. The available evidence suggests that the educational policy based on this discrepancy model has not yielded satisfactory results.…
Descriptors: Reading Difficulties, Reading Instruction, Disability Identification, Learning Disabilities
Reciprocal Teaching of Social Studies in Inclusive Elementary Classrooms.
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Lederer, Jeffrey M. – Journal of Learning Disabilities, 2000
This study examined the effectiveness of reciprocal teaching during social studies instruction with several students with learning disabilities in inclusive classrooms (grades 4-6). Results indicated that all students improved their performance on comprehension measures and students with learning disabilities significantly improved their ability…
Descriptors: Inclusive Schools, Instructional Effectiveness, Intermediate Grades, Learning Disabilities
Effects of a Peer-Mediated Phonological Skill and Reading Comprehension Program on Reading Skill Acquisition for Middle School Students with Reading Disabilities
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Calhoon, Mary Beth – Journal of Learning Disabilities, 2005
The purpose of this study was to examine the effect of a peer-mediated instructional approach on the teaching of phonological skills and reading comprehension for middle school (sixth- to eighth-grade) students with reading disabilities. All students (n = 38) were identified as having learning disabilities and reading at the third-grade level or…
Descriptors: Peer Teaching, Tutoring, Middle School Students, Learning Disabilities