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Journal of Learning Disabilities
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Improving Comprehension of Expository Text in Students With LD

A Research Synthesis

Meenakshi Gajria

Division of Teacher Education at St. Thomas Aquinas College, mgajria{at}stac.edu

Asha K. Jitendra

Department of Education and Human Services at Lehigh University

Sheetal Sood

Lehigh University

Gabriell Sacks

Lehigh University

This article summarizes the findings of research studies designed to improve the comprehension of expository text for students with learning disabilities. Twenty-nine studies were located that met the inclusion criteria. Interventions gleaned from the review were categorized as content enhancement (i.e., advance and graphic organizers, visual displays, mnemonic illustrations, and computer-assisted instruction) or cognitive strategy instruction (i.e., text structure, main idea identification, summarization, questioning, cognitive mapping, reciprocal teaching). Treatment outcomes are discussed in relation to the various instructional approaches, student characteristics (e.g., grade, IQ), instructional features (e.g., materials, treatment length), methodological features, strategy maintenance, and generalization components. Implications for classroom practice and future research directions are provided.

Journal of Learning Disabilities, Vol. 40, No. 3, 210-225 (2007)
DOI: 10.1177/00222194070400030301
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