Language abilities and progress in a direct instruction reading program for students with learning disabilities.

S. J. Kuder

Research output: Contribution to journalArticlepeer-review

4 Scopus citations

Abstract

Direct instruction reading programs have been found to be a successful way to teach reading to many, but not all, students with learning disabilities. This study investigated whether reading improvement for students with learning disabilities receiving reading instruction through a direct instruction reading program might be related to their language abilities. The reading progress of 26 students (19 male, 7 female), 7 to 10 years old, was measured over 2 years. In addition, phonological and syntactic abilities were assessed. The results indicated that phonological ability was related to progress in word attack skills and that syntactic ability was related to improvement in comprehension skills. These results have implications for the reading instruction of students with learning disabilities.

Original languageEnglish (US)
Pages (from-to)124-127
Number of pages4
JournalJournal of learning disabilities
Volume24
Issue number2
DOIs
StatePublished - Feb 1991

All Science Journal Classification (ASJC) codes

  • Health(social science)
  • Education
  • Health Professions(all)

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