Research based instructional strategies for students with learning disabilities

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This experimental study was set to investigate the effect of combined strategy instruction on improving the reading comprehension of narrative texts by grade 7 and 8 (12-14 and 13-15- year –old) dyslexic learners of English as a foreign language as well as the comprehension of expository texts by their grade 9 and 10 (14-16 and 15-17 –year old) counterparts. In addition, the study looked into the interaction effects of the treatment with combined strategies and the gender of the participants (male versus female) and the school type of the study participants (control versus experimental, using a mixed method factorial design where the variable of the treatment conditions with two levels (control versus experimental) was used as an independent variable, the variables of gender and school were used as moderator variable, and reading comprehension as dependent variable. The combined strategy instruction consists of graphic organizers, visual displays, mnemonic illustrations, computer exercises, predicting, inference, text structure awareness, main idea identification, summarization, and questioning on improving the reading comprehension of narrative texts for students with dyslexia in grades 7 and 8 (12-14 and 13-15-year –old). However, the study combined strategy instruction did not include computer exercise for students with dyslexia in grade 9 and 10 (14-16 and 15-17 –year old), and the expository texts and not the narrative ones were used in grades 9 and 10 (14-16 and 15-17 –year old). The study findings were reported and discussed in light of previous research and study context as well as implications for classroom instruction and further research.

The changing job market requires a sophisticated array of literacy skills that adolescents with learning disabilities reading below grade level have not yet acquired. This summary of the research on reading comprehension highlights emerging findings and related instructional conditions necessary to achieve optimal student outcomes with limited instructional time. Limitations in the existing evidence base are addressed via four factors for future research and development agendas: (a) use theory to inform research and practice, (b) study the role that dosage plays as an independent variable, (c) study tiered models of instruction that are applicable for use in middle and high school settings, and (d) study factors that can enhance scaling of reading comprehension interventions.

This report presents results of a comprehensive review of the research on the improvement of reading comprehension for students with disabilities and is organized into two major sections, the first on learning disabilities and the second on low incidence disabilities. Section 1 is organized into seven chapters which cover: (1) an explanation of the review's methodology; (2) understanding reading comprehension difficulties of students with learning disabilities; (3) interventions focusing on strategy training for improving comprehension of narrative text; (4) improving comprehension of expository text; (5) interventions focused on adapting text; (6) interventions focused on other aspects of reading; and (7) conclusions, an attempt to integrate contemporary research in cognitive psychology and general education. Section 2 examines research on reading comprehension processes and instruction for children with low incidence disabilities. Individual chapters address: correlates of rea...

The authors synthesized reading intervention studies conducted between 1980 and 2012 with K-12 students identified with autism spectrum disorders (ASD). Nine single-subject design studies, one quasi-experimental study, and two single-group design studies met the criteria for inclusion. Findings from the studies indicate that modifying instructional interventions associated with improved comprehension for students with reading difficulties may improve reading comprehension in students with ASD. Four studies implemented strategy instruction that included (a) question generation; (b) graphic organizers; and (c) making predictions. Two studies utilized anaphoric cueing instruction, three implemented explicit instruction, and three examined student grouping practices. Among the reviewed studies, the majority (n = 9) measured reading comprehension through researcher-developed probes, and two studies reported results from standardized measures.

@inproceedings{Fox2015ResearchBasedSF,
  title={Research-Based Strategies for Students with Learning Disabilities: Focus on Phonics and Fluency},
  author={Robyn Fox},
  year={2015}
}

Studies have shown that using research-based strategies for teaching phonics and fluency improve outcomes for students with learning disabilities. However, some studies have shown a gap between those strategies and what teachers are actually using in the classroom. The availability and usability of research-based strategies are also in question. The purpose of this study is two-fold; (1) investigating teachers’ understanding and uses of research-based strategies in phonics and fluency for… 

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