Research article summary (published 30 Jan 1991):

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

Full 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.

Author information

Author/s: Kuder, S J (SJ);

Affiliation: Department of Special Educational Services/Instruction, Glassboro State College, New Jersey.

Journal and publication information

Publication Type: Journal Article

Journal: Journal of learning disabilities (J Learn Disabil), published in UNITED STATES. (Language: eng)

Reference: 1991-Feb; vol 24 (issue 2) : pp 124-7

Dates: Created 1991/05/06; Completed 1991/05/06; Revised 2004/11/17;

PMID: 2010675, status: MEDLINE (last retrieval date: 2/18/2009, IMS Date: )

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Achievement Child Dyslexia - psychology; therapy Education, Special - methods Female

Female Humans Language Development Disorders - psychology; therapy Male Reading

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