Reading Comprehension Instruction for Secondary Students with Learning Difficulties

Dear Colleagues, 

This Special Issue of Education Sciences, “Reading Comprehension Instruction for Secondary Students with Learning Difficulties”, focuses on effective instructional practices aimed to develop the reading comprehension of students with learning difficulties in secondary education settings (traditional, comprehensive education, and alternative education). According to the National Assessment of Educational Progress Report Card Grade 12 Reading (2024), secondary students’ reading scores, overall, continue to decrease, and the lowest performing readers have the largest score decline compared to other readers. The goal of this Special Issue, therefore, is to contribute to our limited knowledge of effective reading comprehension instruction delivered to students in grades 6-12 who experience challenges learning content because of their learning difficulties. Researchers who have documented models and methods for designing and delivering effective instruction shown to improve reading comprehension in secondary students with learning difficulties are strongly encouraged to submit manuscripts for this Special Issue. We invite empirical research and conceptual contributions that apply evidence-based reading comprehension practices associated with improved outcomes for secondary students with learning difficulties in secondary schools. The themes may include, but are not limited to, evidence-based reading comprehension instructional practices; high-leverage practices that focus on instruction, disciplinary literacy, or content area literacy in secondary school classrooms; technology supporting reading or online reading comprehension; and intensifying instruction to target reading comprehension for students with disabilities, students with learning difficulties, or multilingual learners.

Dr. Nicole Pyle
Dr. Christa Haring
Dr. Daniel Pyle
Guest Editors

Manuscript Submission Information

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