Observing reading instruction for students with learning disabilities: a synthesis. Learnign Disability Quarterly

Abstract. This article synthesizes previous research studies examining reading instruction for students with learning disabil ities (LD) through classroom observation methods. An extensive search of the research literature between 1980 and 2005 yielded 21 observation studies. Findings revealed that reading instruction for students with LD is generally of low quality, with little to no explicit instruction in phonics or comprehension strategy. Findings were consistent, whether studies were conducted more than 10 years ago or within the last few years. Estimates of time students with LD spend reading orally or silently are low. The most frequently observed grouping structure was whole-class instruction, regardless of the setting. ELIZABETH A. SWANSON, Ph.D., The University of Texas at Austin. The provision of public education for students with disabilities began as a reform movement spearheaded by parents who demanded equal access for their chil dren to America's public schools (Bergeron, 2003). The right to special education was established through the passage of the Education for All Handicapped Children Act of 1975 and its subsequent revisions, resulting i