Reading outcomes for students with and without reading disabilities in general education middle-school content area classes

Ten sixth-grade middle-school teachers and their 60 targeted students (14 students with reading disabilities, 17 low-achieving students, and 29 average-achieving students) participated in a four-month professional development and intervention program to enhance reading outcomes. The multicomponent reading intervention included three reading strategies: word identification, fluency, and content area comprehension. All three groups improved in accuracy of oral reading and fluency. Although many students made significant gains in word identification, fluency, and comprehension, a subgroup of very poor readers made little or no gains. Implications for enhancing outcomes for students with severe reading disabilities by providing intensive reading instruction (i.e., small-group explicit instruction) are provided.