Abstract:

According to the Mastropieri, Scruggs, and Graetz (2003), reading is the major problem area for most students who are learning disabled. In fact, 90% of students with learning disabilities demonstrate significant difficulties learning to read (Vaughn, Levy, Coleman, & Bos, 2002). Therefore, the purpose of this study was to examine the effectiveness of reading intervention program at improving reading of 50 UAE students with learning disabilities. All participants were diagnosed with learning disabilities and were receiving reading instruction in a special education resource room. Participants were randomly assigned to either a reading strategy condition (n = 25) or a traditional instruction condition (n = 25). Participants completed pretest and posttest on reading skills. Data was analyzed using t-test measures. A paired-samples t-test was conducted to compare the students’ scores in reading before and after the intervention. There was a statistical significant difference in the pretest scores and posttest scores. In other words, results of this study indicated that repeated reading intervention strategy is an excellent approach to teach reading to children with learning disabilities. The findings of this study have some implications for teaching and research. From an instructional perspective, this study revealed that the repeated reading intervention strategy is an effective approach to teach reading to children with learning disabilities. And from a research perspective, future researchers may use this strategy with secondary students with learning disabilities.

Keywords:

Learning disabilities, reading intervention, repeated reading, UAE.