Children who do not adequately master the transition from "learning to read" (LTR) to "reading to learn" (RTL) will clearly fall behind in every subject area during their secondary education. The purpose of this study was to determine whether a simple reading comprehension strategy developed by Schumaker, Denton, and Deshler…

This article provides an extensive review of the literature on the use of repeated reading to improve the reading fluency and comprehension skills of elementary-age students with learning disabilities. A systematic review of the published literature from 2001 to 2011 was conducted and nineteen (N = 19) research-based repeated reading studies were…

For students with learning disabilities, the upper elementary grades may represent a unique opportunity to provide successful remediation for lessening a reading difficulty and preventing students with learning disabilities from falling behind in other content areas. This article discusses effective reading interventions for students with learning…

Reading Recovery (RR) is a widely used first grade intervention program for students who are struggling with literacy skills. With its component strategies, teacher training, high degree of fidelity of treatment, specified timeline, and cut-off score defining which students have succeeded, RR fits the problem-solving approach of the…

There is growing evidence that the current method of identifying students with a learning disability (LD) is ineffective. The wait-to-fail model of assessing students after second/third grade as well as conceptual problems in using intelligence tests for identification result in students not receiving the assistance they need during the…