Reading Comprehension Instruction for Students With Learning Disabilities, 1995—2006: A Meta-Analysis

Abstract

Meta-analysis procedures were employed to synthesize findings of research for improving reading comprehension of students with learning disabilities published in the decade following previous meta-analytic investigations. Forty studies, published between 1995 and 2006, were identified and coded. Nearly 2,000 students served as participants. Interventions were classified as fundamental reading skills instruction, text enhancements, and questioning/strategy instruction—including those that incorporated peer-mediated instruction and self-regulation. Mean weighted effect sizes were obtained for criterion-referenced measures: .69 for treatment effects, .69 for maintenance effects, and .75 for generalization effects. For norm-referenced tests, the mean effect size was .52 for treatment effects. These outcomes were somewhat lower than but generally consistent with those of previous meta-analyses in their conclusion that reading comprehension interventions have generally been very effective. Higher outcomes were noted for interventions that were implemented by researchers. Implications for practice and further research are discussed.

Une approche d’enseignement des stratégies de compréhension de lecture de textes courants auprès de jeunes lecteurs à risque d’échouer

“…Les conclusions de leur synthèse précisent que l'enseignement explicite des stratégies est l'intervention ayant le plus d'effets positifs sur la compréhension de ces élèves en lecture. Deux méta-analyses portant sur les interventions en compréhension de lecture auprès des élèves éprouvant des difficultés (Sencibaugh, 2007;Berkeley, Scruggs & Mastropieri, 2010) (Archer & Hugues, 2011). Cette approche permet aux élèves plus forts de passer plus rapidement à l'étape du travail autonome alors que les autres élèves peuvent bénéficier de soutien supplémentaire (Juel & Minden-Cup, 2000).…”

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

“…This is not surprising, since secondary teachers often will try to make instruction less difficult for students with LD by implementing these types of activities [65]. Teachers in the study were observed using more effective instructional practices such as questioning, activating prior knowledge, and using graphic organizers with some frequency [19]. Teachers also exposed students to several reading comprehension strategies such as summarizing, annotating, and previewing, but explicit instruction in how and when to use reading comprehension strategies was not observed nor did they provide students with opportunities to practice using the strategies independently.…”

“…A critical component of effective questioning for comprehension; however, includes assisting students in becoming independent at self-questioning while reading. This includes teaching students how to generate and answer their own questions about text and providing students with strategies for what to do when they cannot answer a question [19]. Although teachers asked students a number of text-based questions, teachers did not provide students with instruction on how to generate their own questions or what to do if they could not answer teacher-generated questions.…”

“…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].…”

Actes du Symposium international sur la litéracie à l’école = International Symposium for Educational Literacy (SILE/ISEL)

“…La lecture répétée de textes, avec modelage et rétroaction, est aussi un moyen efficace d'améliorer la fluidité en lecture de texte, en particulier chez les élèves du primaire (Lee et Yoon, 2016). Enfin, l'enseignement explicite de stratégies de compréhension qui conduisent les lecteurs en difficulté à accorder une attention particulière au sens véhiculé par le texte, telles que l'identification de l'idée principale et la synthèse, conduit à une amélioration significative de leur performance en lecture (Berkeley, Scruggs, et Mastropieri, 2010;Solis, Ciullo, Vaughn, Pyle, Hassaram et Leroux, 2012).…”