Balanced, Strategic Reading Instruction for Upper-Elementary and Middle School Students with Reading Disabilities: A Comparative Study of Two Approaches

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The Impact of Explicit, Self-Regulatory Reading Comprehension Strategy Instruction on the Reading-Specific Self-Efficacy, Attributions, and Affect of Students with Reading Disabilities (2006, methodology): “METHOD The current study was part of another investigation conducted by Manset-Williamson and Nelson (2005), which examined reading skills outcomes as a result of the two interventions.”
Instructing Struggling Older Readers: A Selective Meta–Analysis of Intervention Research (2012, background): “Interestingly, the study with the lowest ES (Mansett-Williamson & Nelson, 2005) included the majority of instructional components (12 of 18).”
Engaging Struggling Adolescent Readers to Improve Reading Skills (2017, background): “Student motivation and engagement are frequently cited as barriers to the success of adolescent literacy interventions (Kamil et al., 2008; Manset-Williamson & Nelson, 2005; O’Brien, Beach, & Scharber, 2007; Solis et al., 2014), but specific strategies to foster motivation and reading engagement…”
Reading Comprehension Instruction for Students With Learning Disabilities, 1995—2006: A Meta-Analysis (2010, unknown): “…story grammar marker for narrative text (Johnson et al., 1997), (b) attribution retraining combined with a combination of questioning strategies (Manset-Williamson & Nelson, 2005; Miranda et al., 1997), (c) self-regulation strategies combined with reading comprehension strategies…”