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.