Improving comprehension of expository text in students with LD: A research synthesis

Meenakshi Gajria, Asha K. Jitendra, Sheetal Sood, Gabriell Sacks

Research output: Contribution to journalArticlepeer-review

174 Scopus citations


This article summarizes the findings of research studies designed to improve the comprehension of expository text for students with learning disabilities. Twenty-nine studies were located that met the inclusion criteria. Interventions gleaned from the review were categorized as content enhancement (i.e., advance and graphic organizers, visual displays, mnemonic illustrations, and computer-assisted instruction) or cognitive strategy instruction (i.e., text structure, main idea identification, summarization, questioning, cognitive mapping, reciprocal teaching). Treatment outcomes are discussed in relation to the various instructional approaches, student characteristics (e.g., grade, IQ), instructional features (e.g., materials, treatment length), methodological features, strategy maintenance, and generalization components. Implications for classroom practice and future research directions are provided.

Original languageEnglish (US)
Pages (from-to)210-225
Number of pages16
JournalJournal of Learning Disabilities
Issue number3
StatePublished - 2007


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