Abstract
ABSTRACT
Students with language learning disabilities (LLD) do not have sufficient listening and reading comprehension skills, which impact independent learning. This single-subject, quasi-experimental research design investigated the benefits of 8 weeks of explicit metacognitive strategies instruction on reading and listening comprehension of two intermediate-grade students with LLD, who attended a suburban elementary school in southeastern Massachusetts. The outcome of this study revealed that the two students demonstrated some gain in reading and listening comprehension skills. Improvements were observed in the subjects’ ability to recall literal and inferential information from short passages and texts. Upon completion of this study, subjects continued to show difficulties in actively applying strategies to fiction and nonfiction texts independently.