This article describes research on reading comprehension instruction with secondary students with learning disabilities. Specific difficulties for the struggling reader at the secondary level are described, followed by a review of reviews of the reading comprehension instruction research. Specific details from the most promising practices that have scientific evidence are highlighted. These practices include peer tutoring that incorporates comprehension strategy instruction and elaborative strategies in history and science classes. Research using Inspiration software to generate spatially organized graphic organizers to facilitate comprehension of content-area instruction is presented. Finally, implications for practice and for future research are discussed.
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