Evaluating a self-regulated strategy development reading-comprehension intervention for emerging bilingual students with learning disabilities

Abstract

Simultaneous development of academic language and reading comprehension is critical for emerging bilingual students’ academic success. With a focus on reading comprehension, this study extends the research on self-regulated strategy development (SRSD) to include emerging bilingual students with learning disabilities. Through a multiple probe across participants design, researchers evaluated effects of instruction on fifth-grade participants’ use of reading-comprehension strategies and accuracy with comprehension-question answering. Intervention sessions lasted 32 minutes and met for 61 consecutive school days. Visual analyses indicated level changes and a functional relation between SRSD instruction and scores depicting strategy use and question-answering accuracy. Furthermore, participants reported high satisfaction with the goals, procedures, and outcomes of the intervention. Implications for supporting emerging bilingual students with learning disabilities are discussed.

Keywords:

• English learners
• learning disabilities
• reading comprehension
• self-regulated strategy development

Additional information

Notes on contributors

Sara L. Jozwik

Sara Jozwik is an assistant professor of teaching and learning at the University of Wisconsin–Milwaukee. Her research interests focus on making literacy accessible for culturally and linguistically diverse exceptional learners.

Yojanna Cuenca-Carlino

Yojanna Cuenca-Carlino is an associate professor and interim associate chairperson in the department of special education at Illinois State University. Her research interests focus on improving the literacy skills of students with high-incidence disabilities as well as culturally and linguistically responsive teaching practices.

April L. Mustian

April Mustian is an associate professor in the department of special education at Illinois State University. Her research interests include literacy and behavioral interventions for students with emotional and behavioral disabilities, urban special education teacher preparation, and mitigating teacher bias and its impacts on school outcomes for culturally and linguistically diverse students.

Karen H. Douglas

Karen Douglas is an associate professor in the college of education and human development at Radford University. Her research interests include using technology, literacy, and communication supports to enhance the academic and functional skills of individuals with severe disabilities.