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Teaching Effective Comprehension Strategies to Students with Learning and Reading Disabilities

Philip N. Swanson, MA, is a doctoral student in special education at Peabody College of Vanderbilt University. He worked for 10 years teaching children with special educational needs from preschool to high school. Swanson's current interests include teaching metacognitive strategies to students with mild to moderate disabilities and teacher preparation.

Susan De La Paz, PhD

Susan De La Paz, PhD, is an assistant professor of special education at Peabody College of Vanderbilt University. She currently conducts intervention research in the area of writing for elementary and middle school students with learning disabilities. Address: Susan De La Paz, Department of Special Education, Peabody College of Vanderbilt University, Nashville, TN 37203; susan.delapaz.{at}vanderbilt.edu

In this article, we summarize several metacognitive strategies designed to improve reading comprehension in students with learning and reading disabilities and describe an instructional model showing how to teach comprehension strategies to students. Each recommended strategy has been formally evaluated and found to be effective for improving students' reading comprehension. Practical suggestions are also provided to help teachers implement these strategies in their classrooms.

Intervention in School and Clinic, Vol. 33, No. 4, 209-218 (1998)
DOI: 10.1177/105345129803300403


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