Reading Comprehension Instruction for Students With Learning Disabilities, 1995—2006: A Meta-Analysis

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Making the right connections: Differential effects of reading intervention for subgroups of comprehenders (2012, unknown): “Recent research syntheses (e.g., Berkeley et al., 2010; Gersten et al., 2001; National Institute of Child Health and Human Development, 2000)pointtoawidearrayofinterventionsthathaveimprovedcompre-hension outcomes for struggling readers.”
Evaluating Reading and Mathematics Instruction for Students With Learning Disabilities (2015, background): “Fifth, comprehension strategy instruction (i.e., summarization, question generation, self-monitoring) was rarely reported despite the prevalence of comprehension difficulties for students with LD (Jitendra & Gajria, 2011).”
The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading (2021, background): “There is an extensive body of scientific research showing that teaching comprehension strategies improves reading, even in young students, in students with learning disabilities, and in whole-class formats (e.g., Berkeley, Scruggs, & Mastropieri, 2010; Okkinga et al., 2018; Shanahan et al., 2010).”