Examining the Reading Difficulty of Secondary Students with Learning Disabilities

By Laura M. Sáenz, Lynn S. Fuchs. 2002

199 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/8cb0b9cc6fa7d9797607c098c52672f66d1f70de

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Jari Nurmi
2. Yore Kedem
3. Katie Snyder
4. D. P. Sukhram
5. R. Gable
6. Silvana M. Watson
7. Kimberly C. Hughes
8. Sabra B. Gear

In Safety Research

1. L. Mason
2. Piia Maria Vilenius‐Tuohimaa
3. R. Gable
4. K. Aunola
5. Jari Nurmi

Citations in the corpus

• Decoding and Fluency: Foundation Skills for Struggling Older Readers (2003, background): “Given that struggling secondary readers have more difficulty with expository than narrative text in terms of fluency and comprehension (Saenz & Fuchs, 2002), it was particularly important to provide this practice.”
• Effects on Science Summarization of a Reading Comprehension Intervention for Adolescents with Behavior and Attention Disorders (2008, unknown): “Similar to Mason (2004), the current study used expository text, which low-achieving students often find particularly difficult to comprehend (De La Paz, 2005; Saenz & Fuchs, 2002).”
• The association between mathematical word problems and reading comprehension (2008, methodology): “The test consists of two subtests based on narrative context and two subtests based on expository context (see also Saenz & Fuchs, 2002 ).”
• Evidence–Based Strategies for Improving the Reading Comprehension of Secondary Students: Implications for Students with Learning Disabilities (2012, background): “Poor comprehenders have more difficulty understanding expository texts than narratives because expository texts have various structures while narratives follow a sequence of events which include characters, settings, and actions (McCormick & Zutell, 2011; Saenz & Fuchs, 2002).”
• TWA + PLANS Strategies for Expository Reading and Writing: Effects for Nine Fourth-Grade Students (2006, background): “The difficulties that many students with and without disabilities have in comprehending expository text and writing informative responses, consequently, begin in elementary school (Harris et al., 2003; Saenz & Fuchs, 2002).”