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Reading Comprehension in Adolescents with LD: What We Know; What We Need to Learn
Author(s) -
FaggellaLuby Michael N.,
Deshler Donald D.
Publication year - 2008
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/j.1540-5826.2008.00265.x
Subject(s) - reading comprehension , comprehension , reading (process) , psychology , psychological intervention , literacy , learning disability , mathematics education , inclusion (mineral) , pedagogy , developmental psychology , computer science , social psychology , programming language , psychiatry , political science , law
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.