International Journal of

Arts , Humanities & Social Science

ISSN 2693-2547 (Print) , ISSN 2693-2555 (Online)
Teaching Description Structure of Expository Texts to Third Grade Students with Learning Disabilities

Abstract


The present study utilized a multiple probe, single-case design to examine the effects of a description text structure intervention on the reading comprehension skills of three third grade students with learning disabilities (LD). Analyses using visual analysis and percentage of non-overlapping data (PND) indicated that all students demonstrated an increase in the number of correct answers on the multiple-choice comprehension tests after the training phase. On the retell tasks, two participants provided more information units and better retell quality. Results indicated that explicit text structure instruction of descriptive text was effective. Participants need continuous support on extracting main ideas and identifying supporting detail information. Implications of the practice, limitations of the research, and suggestions for future research were discussed.