The study provided 7 dysphonetic and dyseidetic dyslexic children (aged 8 to 10) with instruction in reading comprehension using a story grammar strategy and instructional approaches matching each dyslexia subtype. Statistically and clinically significant improvements were found in the proportion of qualitatively important story elements recalled…

The study compared the effectiveness of providing elementary students with learning disabilities with either (1) instruction in both story structure and self-questioning techniques or (2) just training in story structure identification. The combined self-questioning and story structure group demonstrated the greatest gains in reading…

Self-initiated repairs produced by 14 normal-language and 14 language-disordered children (ages 8-12) during a story retelling task are described. No group differences were found for grammatical repairs, text meaning repairs, or cohesive repairs relating to text meaning. Differences were significant for success of cohesive repair attempts and…

This report describes a program implemented to improve reading comprehension in the content areas. The targeted population will consist of students in grades two, three, four, and five, in five midwestern schools, four public and one private. The problem of poor comprehension will be documented through test scores, parent and student surveys, and…