Improving the reading comprehension of middle school students in inclusive classrooms

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