Effects of having 32 learning disabled elementary grade students read passages orally one, three, or seven times with instructions to work for either fluency or comprehension were analyzed. Both fluency and comprehension improved with the number of readings with the greatest improvement being between one and three readings. Attentional cues…

Learning disabled, average, and above average readers (Total N=45) in grades 5-7 were assessed on their metacognitive knowledge about vocabulary difficulty and passage organization in relation to ease of studying a passage. Findings indicated a consistency between the children's expressed metacognition and subsequent study behaviors. (Author/JW)

Twenty-four learning disabled children (grades 5-8) with adequate decoding skills, but who demonstrated problems in reading comprehension, received training in finding the main idea. Among several findings was that metacomprehension (self-monitoring) plus direct instruction was more effective than direct instruction alone. (Author/JW)

The study examined the potential of training in a specific learning strategy (text structure recognition and use) to improve the recall of expository prose of 27 learning disabled high school students. Trained subjects demonstrated better immediate and delayed recall performance than control subjects trained in problem solving strategies.…

The ability of 54 learning-disabled high-school students to monitor their comprehension was compared under three prereading conditions: self-questions only, structured overviews and self-questions, and a control condition. Subjects receiving both the overviews and self-questions were best able to detect errors during reading. (Author/DB)

The study compared the effectiveness of providing elementary students with learning disabilities with either (1) instruction in both story structure and self-questioning techniques or (2) just training in story structure identification. The combined self-questioning and story structure group demonstrated the greatest gains in reading…

The study compared effects of two ways of making text more explicit for learning disabled (LD) children: by adding supportive information or asking inference questions at the ends of episodes. Adding elaborative content enhanced story understanding while asking inference questions was not more effective than the explicit version of the text alone.…

Compared to 92 low-achieving and high-achieving students, 46 intermediate grade learning-disabled students wrote compositions, wrote summaries, and produced comprehension recalls that were less organized and contained fewer ideas. Interviews indicated that learning-disabled students possessed less knowledge about processes related to…