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LEARNING DISABILITIES
Analysis of Reading Comprehension Strategies for Learners with Specific Learning Disabilities
Alexis H. Thompson
The purpose of this paper is to synthesize four research-based instructional strategies for
teaching elementary aged students with specific learning disabilities (SLD) to use their
Background
disorder that impedes the ability to learn or use specific academic skills (reading, writing, or
arithmetic), which are the foundation of academic learning. The learning difficulties are
unexpected in that other aspects of development seem to be fine (Tannock, 2014). Because the
student most likely does not exhibit a physical or intellectual disability accompanying the
learning disability, often times learning disabilities may be difficult to diagnose. In order to
consider a student to have a learning disability in reading, it is important to make sure that the
must not have a visual or hearing disorder, emotional disturbance, limited English proficiency,
brain injury, or brain dysfunction (Gallagher, 2015). For any student with a disability, two
questions must first be asked before evaluation: 1) Does the child exhibit an impairment? And 2)
is there a need for special education? (Gallagher, 2015) A student having difficulties with
reading and diagnosed with a specific learning disability would most likely receive services in:
According to Bursuck and Damer (2014) in the book Teaching reading to Students who
are at Risk or Have Disabilities, reading comprehension is the active process of obtaining
meaning from text (p. 273) impacted by the reader, text, activity, and context. Fully
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understanding text also requires active thinking skills by the reader (Dahl, 2016). Truly
comprehending a work cannot be judged based on simply a students ability to read a length of
text; rather, comprehension must be evaluated as also a combination of oral language and
students begin to read to learn from textbooks and expository texts and glean information from
Students with learning disabilities often have considerably more difficulty with
comprehending text. At least 80% of students diagnosed with a learning disability struggle in
reading measured by a discrepancy in performance at least one standard deviation away from the
norm (Gersten, 2009). Students with learning disabilities may exhibit one or more of the
following characteristics: poor memory, difficulty listening, letter reversal, short attention span,
difficulty following directions, and difficulty sequencing information (Gersten, 2009). These
components relate to a students metacognitive ability- or ability to monitor their thinking and
learning. A students strategic process and metacognition skills while reading are measured by
the readers ability to recognize when they have not understood something and reread that
Analysis
This paper analyzes four extensively researched methods and intervention strategies
distinguish that these interventions differ from the RTI tiered system of supports. Tier 1 supports
include the general education curriculum with explicit and systematic reading instruction. Tier 2
includes tier 1 plus additional small group tutoring. Students with learning disabilities that may
benefit from the following strategies would most likely be receiving Tier 3 support, or an
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intensive curriculum in addition to some appropriate parts of the general education curriculum
(Bursuck & Damer, 2007). The following four strategies are analyzed in the table below with an
Table 1:
While each of these research-based strategies have their own distinct merits, their
implementation will depend on the type of school environment. The MULTIPASS strategy is
based on repetition and review of content, as students must read the text three times over: the
first time as a pre-reading to survey the text to see text size, chapter length, illustrations etc.; the
second, to size up (Gertsen, 2001, p. 304) the text, students read all of the questions and skim
the text looking for answers checking off what they find; the third, students read the chapter in its
entirety and self-answering the comprehension questions they had skimmed previously. While
this assists students in learning how to look for answers, it requires focus, attention, and reading
independence; a combination of these skills may be difficult for a beginning reader with a
learning disability. While the students did make substantial progress in expository text, overall
the research did not indicate that success was maintained as students read variety of text types
(Gersten, 2001). For this reason, the MULTIPASS strategy would best be used in upper grade
levels where readers with learning disabilities have better self-regulation skills and students read
The story mapping strategy needs to be the most explicitly instructed intervention for
students with learning disabilities and requires additional resources such as an isolated room or
table, Smart board or transparencies, and strategic direct instruction. Passages selected were
chosen based on protagonist conflict and could be used as social modeling stories for earlier
grades (Bolineau, 2004). As the passages were being read a teacher used a story grammar map
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to visually organize textual information into seven categories: 1. Setting/time, 2. Characters, 3.
Problem 4. Solution, 5. Outcome, 6. Reaction, and 7. Theme (Bolineau, 2004, p. 108). While
this intervention method was used effectively with fictional text, skills maintenance can transfer
across readings. After 6-weeks time, it was reflected that it was also useful (with some
modification) across a variety of text types if the intervention was originally implemented
explicitly and consistently by an instructor (Bolineau, 2004). Although many students with
learning disabilities often have difficulties with maintenance of skills over time, the impact of
maintain once instruction was terminated (Bolineau, 2004). This intervention is recommended
most for small groups of students with learning disabilities who can participate with a special
educator or reading specialist at least four days a week in this activity; this would also be more
effective for younger grade students who read more narrative texts.
learners with a specific learning disability as well as whole class instruction for grades K-12. As
the most widely applicable intervention, reciprocal teaching is a way for students to find their
voice in small groups and in the classroom in respectful ways as they retell the story, in their
own words. (Collins, 2008, p.164). Reciprocal teaching creates reflective and metacognitive
learners, two areas where students with learning disabilities struggle with when attempting to
comprehend text (Collins, 2008). In reciprocal teaching, which can also be used simultaneously
with other methods, teacher modeled thinking aloud strategies become the students as they
take turns becoming the teacher and leading their own small discussion groups about text
content (Klinger, 1996, p.276). While this intervention is highly successful across students, it
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requires student initiative as well as self-regulation skills that may need to be modeled in the
younger grades. Overall, Klinger and Vaughn (1996) found that the effectiveness of reciprocal
While scaffold reading experiences are widely used, their effectiveness in this study calls
into question of whether or not it is the best used strategy. First, this study by Cooke (2002)
stated that although students were more engaged in the text, their reading comprehension scores
were only slightly higher than prior to the intervention. Why do many instructors use this
method? As an applicable strategy both in intervention groups and for students with disabilities,
SREs can be used in a variety of classroom types and across different age groups (as long as
readers were independently reading) and text types. However, in this study of the effectiveness
of SREs the school population was 95% white and primarily upper/middle class, which was
reflected in the group of learners with learning disabilities studied. It would be important to
Overall, the merits of each strategy clearly outweigh flaws if judgment is based on
whether or not learners increased their reading comprehensions skills and maintained that
progress. For a school or educator to choose a particular strategy, it will be important to consider
the age group of the students as well as the time and resources that each strategy takes to
.
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References
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