Instructing Adolescents with Learning Disabilities: A Component and Composite Analysis

Abstract

Instructional components that positively influence performance of adolescents are identified based on a comprehensive meta-analysis of intervention studies for students with learning disabilities. Explicit practice and advanced organization are basic instructional components in a number of successful intervention programs.Abstract. The purpose of this article is to identify the components of various instructional models that best predicted effect sizes for adolescents with learning disabilities. Three important findings emerged. First, 8 instructional factors (Questioning, Sequencing and Segmentation, Explicit Skill Modeling, Organization and Explicit Practice, Small-Group Setting, Indirect-Teacher Activities (e.g., homework), Technology, and Scaffolding) captured the majority of intervention programs for adolescents with LD. Second, only the organization/explicit factor contributed significant variance (16%) to effect size. This factor included only 2 instructional components: advanced organization and explicit practice. Finally, the single most important instructional component related to high effect sizes was explicit practice (treatment activities related to distributed review and practice, repeated practice, sequenced reviews, daily feedback, and/or weekly reviews).The purpose of this article is to identify instructional components that best predict positive outcomes in treatment studies for adolescents with learning disabilities (LD). There are at least 2 reasons for focusing on adolescents. First, the challenges faced by adolescents with LD increase as they face the curriculum and learning demands of middle and high school. Further, the gap between academic performance of students with and without LD continues to increase across adolescence. The challenges faced by adolescents with LD increases as they face the curriculumRequests for reprints should be sent to H. Lee Swanson, School of Education, University of California, Riverside, CA 92521. and learning demands of middle and high school.

A synthesis of fluency interventions for secondary struggling readers

“…Therefore, when students do not read with speed and accuracy, their ability to comprehend text is threatened. For secondary students who must keep up with large quantities of text written at challenging levels (Swanson & Hoskyn, 2001), not being able to read fluently makes it difficult to keep up with content and class demands (Woodruff, Schumaker, & Deschler, 2002).…”

Repeated reading and vocabulary‐previewing interventions to improve fluency and comprehension for struggling high‐school readers

“…As a result, fewer cognitive resources are available for comprehension. Difficulties with reading fluency and comprehension are compounded at the high-school level by the increasing amount of reading material that students are expected to master across content areas (Swanson & Hoskyn, 2001). School psychologists and teachers working with students with comprehension skills deficits should not overlook the role of reading fluency and the need to target fluency as well as comprehension in intervention planning.…”

Pictures as cues or as support to verbal cues at encoding and execution of prospective memories in individuals with intellectual disability

“…The game instructions were organized in paragraphs and presented in association with trials (cf., Swanson & Hoskyn, 2001). Extra demonstrations of the game procedure, and repetition of verbal instructions were provided in case trial performance indicated that the instructions had been misinterpreted (no performance at all or erroneous response).…”