Should we use social studies content as reading intervention for students with learning disabilities?

Abstract

This review provides a summary and appraisal commentary on the treatment review by Swanson, E., Hairrell, A., Kent, S., Ciullo, S., Wanzek, J. A., & Vaughn, S. (2014). A synthesis and meta analysis of reading interventions using social studies content for students with learning disabilities. Journal of Learning Disabilities, 47, 178–195.

Sources of funding and declarations of interests: The review was supported by The Meadows Center for Preventing Educational Risk at The University of Texas at Austin by the Institute of Education Sciences, U.S. Department of Education, the Reading for Understanding Research Initiative, R305f100013. The author(s) declared no potential conflicts of interest with respect to the research, authorship and/or publication of the article.

Declaration of interests: The commentary author reports no conflicts of interests and is solely responsible for the content of this structured abstract.