Specific Learning Disability: Interventions for Reading Comprehension and Organizational Skills Deficit

• In Event: Content and Skill-Specific Pedagogy

Abstract

This single case study, a classroom project, focused on addressing specific learning disabilities in a student with reading and writing challenges. The project focused on two main areas based on Urbani’s instructional framework for literacy: improving reading comprehension through Dialogic Reading PEER technique and enhancing organizational skills using a Self-Reinforcement strategy. Dialogic Reading instruction is an interactive reading approach that involves a conversation between the reader and the student about a text. Self-reinforcement strategy is a behavioral intervention that teaches how to identify and reinforce positive behaviors. The goal was to improve the student’s reading comprehension and language skills, as well as their organizational skills and time management. The intervention for the case study was executed in three phases (pre-assessment, implementation, and post-assessment) and ran across 14 sessions. The results of the intervention showed significant improvement in the student’s reading comprehension and organizational skills. The combination of these strategies created a supportive and dynamic learning environment, encouraging the student to actively participate and take charge of their own progress. The positive outcomes from these strategies underscore their effectiveness in supporting students with reading comprehension difficulties and behavioral challenges. The research concluded with a self-evaluation of the effectiveness of each strategy used during the intervention.

Author

• Bright Da-Costa Aboagye, Western Illinois University