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Journal of Learning Disabilities
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Language Abilities and Progress in a Direct Instruction Reading Program for Students with Learning Disabilities

S. Jay Kuder

S. Jay Kuder is associate professor and chair of the Department of Special Educational Services/Instruction, Glassboro State College, Glassboro, New Jersey. He received his EdD in applied psycholinguistics from Boston University in 1984. His research interests focus on language abilities and learning disorders. Address: S. Jay Kuder, Department of Special Educational Services/Instruction, Glassboro State College, Glassboro, NJ 08028.

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.

Journal of Learning Disabilities, Vol. 24, No. 2, 124-127 (1991)
DOI: 10.1177/002221949102400210
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