BEST PRACTICES IN PROMOTING READING-COMPREHENSION IN STUDENTS WITH LEARNING-DISABILITIES - 1976 TO 1996

IN THIS REVIEW, THE BEST PRACTICES FOR FACILITATING READING COMPREHENS ION FOR STUDENTS WITH LEARNING DISABILITIES ARE DESCRIBED AND SUMMARIZ ED. THESE BEST PRACTICES WERE DERIVED FROM THE RESULTS OF AN EXTENSIVE LITERATURE REVIEW OF RESEARCH IN READING COMPREHENSION WITH STUDENTS WITH LEARNING DISABILITIES. ANALYSIS OF ALL RELEVANT LITERATURE REVEAL ED CONSISTENTLY HIGH EFFECTS FOR SOME READING COMPREHENSION STRATEGIES . STRONGEST OUTCOMES WERE OBSERVED FOR TEACHER-LED QUESTIONING AND SEL F-QUESTIONING STRATEGIES, FOLLOWED BY TEXT-ENHANCEMENT STRATEGIES, AND , FINALLY, STRATEGIES INVOLVING BASIC SKILLS INSTRUCTION AND REINFORCE MENT. THE FEW STUDIES THAT WERE LOCATED IN THE AREA OF WHOLE LANGUAGE YIELDED LESS POSITIVE OUTCOMES. IMPLICATIONS FOR EFFECTIVE PRACTICE AR E DESCRIBED.