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Best Practices in Promoting Reading Comprehension in Students with Learning Disabilities 1976 to 1996

Margo A. Mastropieri, PhD, professor of special education in the Department of Educational Studies, Purdue University. Her research interests include investigation learning, thinking, and problem solving strategies with students with disabilities. THOMAS E.

Thomas E. Scruggs, PhD

Thomas E. Scruggs professor, PhD of special education in the Department of Educational Studies, Purdue University. His research interests include strategies to facilitate mainstreaminghnclusive instruction for students with disabilities, adapting science education for students with disabilities, and research synthesis. Address: Margo A. Mastropieri, Purdue University, Department of Educational Studies, Liberal Arts and Education Building, 5th Floor, West Lafayette, IN 47907-1446. e-mail: Margo@vm.cc.purdue.edu

Abstract

In this review, the best practices for facilitating reading comprehension for students with learning disabilities are described and summarized. these best practices were derived from the results of an extensive literature review of research in reading comprehension with students with learning disabilities. analysis of all relevant literature revealed consistently high effects for some reading comprehension strategies. strongest outcomes were observed for teacher-led questioning and self-questioning strategies, followed by text-en hancem ent strategies, and, finally, strategies involving basic skills instruction and reinforcement. the few studies that were located in the area of whole language yielded less positive outcomes. implications for effective practice are described.

Remedial and Special Education, Vol. 18, No. 4, 198-213 (1997)
DOI: 10.1177/074193259701800402


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