Metacognitive Reading Strategy and Emerging Reading Comprehension in Students With Intellectual Disabilities Natasha Cox-Magno <br><small>Walden University</small>Download Study
Many students with intellectual disabilities (ID) struggle with reading comprehension skills, which can affect their overall academic success. Finding effective evidence-based instructional strategies that will advance reading comprehension for students with special learning needs is often challenging for schools and districts. Using Unique Learning System’s content and instructional delivery platform, this study tested the effectiveness of a metacognitive reading strategy on the emerging reading comprehension (ERC) skills of kindergarten students with ID. The program’s scaffolding approach, enabling educators to chunk information to support students with working memory deficits, resulted in significant improvements in the ERC skills of the study participants.