The Effects of Integrated Communicative Reading Strategies Feedback in Improving the Reading Comprehension of Students with Learning Disabilities

Abstract

This study compared the effects of two reading feedback strategies in improving the reading comprehension of eleven students in fourth and fifth grades who were all identified as having learning disabilities. Participants were assigned to one of two intact intervention groups. Intervention I used traditional decoding-based feedback and intervention II used communicative reading strategies (CRS), meaning-based feedback to promote reading comprehension. After a four week reading intervention period, students participating in both intervention groups increased their reading comprehension level. However, students who participated in intervention II, using the communicative reading strategies feedback, displayed larger gains in their reading comprehension level compared to those students who participated in intervention I.