The study examined the effectiveness of a direction instructional approach on middle school students' reading comprehension. The intervention involved the use of summarization and question strategies and other meta-cognitive components. Students in the comparison group used the district-mandated reading curriculum. Participants were 207 seventh-grade students from a low socioeconomic district and 12% of the students had learning disabilities. The results showed that the intervention improved reading comprehension scores both for students with and without learning disabilities
Improving the reading comprehension of middle school students in inclusive classrooms
Journal of Adolescent and Adult Literacy, 41(2), 116-123.
IDEA Disability Category:
specific learning disability
opportunities to learn concepts
practice and reinforcement activities