A Theory-Driven Interactive Instructional Model for Text Comprehension and Content Learning

Abstract

Recently there has been an increasing emphasis among researchers in the field of learning disabilities to develop instructional models for teaching and learning within content domains (Bos & Anders, 1990b; Lenz & Bulgren, in press; Mastropieri & Scruggs, 1988). Traditionally much of the instructional research in reading with learning-disabled students focused on remediation of decoding and comprehension skills with little or no attention given to the subject matter presented in the text. Yet school-based observational studies and student and teacher reports indicate that many students with learning disabilities have particular difficulty succeeding in content area classes. Instructional research in reading suggests that these students as a group oftentimes have difficulty generalizing reading skills to content area materials.