Improving Comprehension of Expository Text in Students With LD

Abstract

This article summarizes the findings of research studies designed to improve the comprehension of expository text for students with learning disabilities. Twenty-nine studies were located that met the inclusion criteria. Interventions gleaned from the review were categorized as content enhancement (i.e., advance and graphic organizers, visual displays, mnemonic illustrations, and computer-assisted instruction) or cognitive strategy instruction (i.e., text structure, main idea identification, summarization, questioning, cognitive mapping, reciprocal teaching). Treatment outcomes are discussed in relation to the various instructional approaches, student characteristics (e.g., grade, IQ), instructional features (e.g., materials, treatment length), methodological features, strategy maintenance, and generalization components. Implications for classroom practice and future research directions are provided.

Reading Comprehension Instruction for Students with Learning Disabilities

“…We use Gajria, Jitendra, Sood, and Sacks' (2007) framework to organize comprehension strategies related to enhancing student mastery of specific content (i .e., text enhancement strategies) and teaching students how to learn and reflect (i.e., cognitive and metacognitive strategies) on their comprehension. In addition, we provide readers with assessment techniques to monitor student progress to inform reading comprehension instruction.…”

Treating reading comprehension deficits in sub-acute brain injury rehabilitation: Identifying clinical practice and management

“…Survey items were derived from a number of sources, including published literature on reading interventions in ABI, rehabilitation and service delivery in sub-acute ABI; published reading intervention resources for pwABI; and published literature on evidence-based reading interventions from other clinical populations (i.e., strategy-based interventions) [60][61][62][63][64][65] . In addition, the clinical practice and feedback from experienced SLPs working in tertiary-level brain injury and neuro-rehabilitation services helped to inform the survey.…”

“…Strategies have been used in ABI reading rehabilitation for over 30 years 90 , and their use in both clinical practice and research has previously been recommended 14 . In other populations (including education, learning difficulties and adult literacy) [60][61][62][63][64][65] reading strategies are well researched and have a strong evidence base. Within ABI cognitive rehabilitation, strategy use is a common intervention 91,92 , with strong evidence for metacognitive strategy instruction 93 .…”

“…Using wh-questions, summarising, and identifying main points were all identified as reading comprehension instruction methods with a firm scientific basis by the National Reading Panel 64 , and as evidence based interventions with large effect sizes for students with learning difficulties 61 , as were visual or content enhancement strategies 61 . Reading strategy use is not age limited, and is common within older populations, to facilitate complex text reading in secondary and tertiary populations 97 .…”

Reading Comprehension Instruction for Adolescents with Learning Disabilities: A Reality Check

“…Over the past few decades, a significant number of studies designed to identify evidence-based practices in reading comprehension instruction for students with LD have been published, including literature reviews, research syntheses, and meta-analyses [8,[19][20][21][22][23][24][25]. This body of work has significantly improved our understanding of the most effective instructional components, as well as techniques for teaching adolescent students with LD to comprehend what they read across content areas [26,27].…”