We examined the efficacy of two interventions aiming to strengthen argumentative text comprehension in Greek secondary students with specific reading disability or low reading achievement of unspecified cause. The first intervention (control group, n = 29) was based on principles of systematic explicit instruction, whereas in the second one…

Purpose: According to the American Speech-Language-Hearing Association (ASHA), prevention, identification, assessment, and intervention of children who are learning to read and write are within the scope of practice for school-based speech-language pathologists (SLPs). Furthermore, for SLPs who work in the school setting, it is not uncommon to…

Reading comprehension is a critical skill for student success in school, the workplace, and daily life, yet many students display significant reading comprehension deficits. This article describes the impact effective strategy instruction can have on the reading outcomes of students with learning disabilities and related challenges. A discussion…

Reading interventions focusing on self-determination can effectively improve the academic performance of students with learning disabilities (LD). This study investigated the effects of a multicomponent reading comprehension strategy intervention, which is based on the Self-Determination Learning Model of Instruction (SDLMI), on the use of…

Students with specific learning disabilities (SLD) represent between 5% and 10% of the total number of students in public schools in Saudi Arabia (Abu Nayyan, 2015). Further, 80-90% of students with SLD exhibit reading difficulties including difficulties in reading comprehension (Mercer & Pullen, 2009). Although there is a large number of…

Given the increase in students with learning disabilities entering university, we investigated a broader group--students with a history of reading difficulties (HRD)--who are known to be at risk of academic struggles. We identified the self-reported reading challenges and strategies of university students with HRD (n = 49) and those with no…

This study explored the self-efficacy of secondary general and special education teachers when teaching students with a specific learning disability in reading (SLDR) and using content area texts and resources. It investigated whether differences existed among high school general and special education teachers, between teachers of various content…

This qualitative reader profile study explored how Retrospective Miscue Analysis (RMA), by Y.M. Goodman and Marek (1996), broadens the reading process and perceptions about the reading process, how RMA impacts a child's perception of him/herself as a reader, how RMA influences a child's definition of reading and the shifts in reading strategies as…

The increasing number of students who lack proficient reading skills is well known in Germany, as well as globally. Students with learning disabilities (LD), problem behavior, and German as a second language (L2) may face even greater hurdles. However, it is essential for teachers to provide adequate support to maintain equal educational…

Students with specific learning disabilities (SLD) have difficulty with most reading skills, including reading comprehension. Improving reading comprehension skills requires efficient interventions that consider both meaning- and code-based skills simultaneously. Using a single-subject multiple-baseline design across participants, with alternating…

Metacognitive reading strategies are to facilitate the reading processes of students, to give them the chance to monitor and control the reading process, and to regulate the reading process. While many typically developing children can acquire these cognitive processes, children with learning disabilities (LD) have difficulties. They also have…

This conceptual paper addresses fluency instruction and assessment for students with or at risk for reading disabilities. Although a multidimensional construct, fluency tests more often have been limited to measuring students' reading rate and accuracy. The reasons for this are explained as well as how fluency tests have influenced classroom…

Adolescent students with learning disabilities across the United States are not demonstrating gains on reading assessments from previous years, and many are not even achieving at proficient literacy levels (Boulay et al., 2015). Despite their difficulties with reading proficiency, adolescents with learning disabilities are often enrolled in…

Reading comprehension is a fundamental and indispensable skill for academic achievement and daily functioning. Sadly, a significant number of children and youth, particularly those diagnosed with learning disabilities (LD), encounter difficulties in acquiring this vital capability. Thankfully, several well-established approaches exist to offer…

Over the past decade, parent advocacy groups led a grassroots movement resulting in most states adopting dyslexia-specific legislation, with many states mandating the use of the Orton-Gillingham approach to reading instruction. Orton-Gillingham is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive approach to…