JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.. Sage Publications, Inc. and Hammill Institute on Disabilities are collaborating with JSTOR to digitize, preserve and extend access to Learning Disability Quarterly. Abstract. The effects of using the Embedded Story-Structure (ESS)Routine in a literature course were investigated. A heterogeneous group of 79 ninth graders, including 14 students with LD, were randomly assigned to one of two conditions, with instruction occurring in groups of 12 to 14 students in general education literature classes over a nineday period. ESS instruction focused on three reading strategies: (a) student self-questioning, (b) story-structure analysis, and (c) summarizing. Instruction for the alternative condition, called comprehension skills instruction (CSI), was comprised of a package of research-based reading interventions. Statistically significant differences were found between groups in favor of the ESS Routine on measures of strategy use, storystructure knowledge, and unit reading comprehension. Moreover, results indicated equivalent gains for ESS students regardless of disability versus nondisability category.Meeting adequate-yearly-progress (AYP) goals in readof secondary students, including a high percentage of ing is a challenge for secondary school practitioners. students with learning disabilities (LD), lack the reading Recently released National Assessment of Educational skills necessary to succeed in school and the world of Progress (NAEP) data indicate that more than two-thirds work (Perie, Grigg, & Donahue, 2005).

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