Critical Factors in Reading Comprehension Instruction for Students with Learning Disabilities: A Research Synthesis

This review examined the effectiveness of critical factors in instruction for improving the reading comprehension of middle school students with learning disabilities. Five critical factors were identified: (i) type of instructional methods, (ii) self–monitoring, (iii) components of reading incorpor...

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Bibliographic Details
Published in:Learning disabilities research and practice 2012-05, Vol.27 (2), p.66-78
Main Authors: Kim, Woori, Linan-Thompson, Sylvia, Misquitta, Radhika
Format: Article
Language:English
Subjects:
Educational Research
Fidelity
Individual Instruction
Influences
Intervention
Large Group Instruction
Learning Disabilities
Middle School Students
Reading Comprehension
Reading Instruction
Self Management
Small Group Instruction
Teaching Methods
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Summary:This review examined the effectiveness of critical factors in instruction for improving the reading comprehension of middle school students with learning disabilities. Five critical factors were identified: (i) type of instructional methods, (ii) self–monitoring, (iii) components of reading incorporated, (iv) fidelity of instruction (scripted vs. nonscripted and researcher vs. teacher), and (v) group size. Fourteen studies published between 1990 and 2010 were reviewed. The findings indicated that interventions incorporating strategy instruction, specifically, main idea and summarization, yielded high effects on comprehension. The use of self–monitoring combined with main idea strategy improved comprehension performance. It was found that both, instruction targeting comprehension alone, as well as comprehension that incorporated other reading components such as vocabulary had significant effects on comprehension. Researcher–delivered instruction with script yielded higher effects across intervention types. One–on–one instruction or instruction in pairs was more effective than large group instruction across intervention types.
ISSN:0938-8982
1540-5826
DOI:10.1111/j.1540-5826.2012.00352.x