LITERATURE REVIEW
A literature review was completed to support the exploration of the exemplary practice defined in this research study. The areas reviewed include the characteristics of students with language learning disabilities; the transfer of skills between listening and reading comprehension; the benefits of metacognitive strategies instruction on reading comprehension skills, which includes strategies instruction and comprehension monitoring of listening and reading comprehension; and the effects of text structure instruction on comprehension skills. Text structures were determined to be deficient in children with language learning disabilities (Stewart, 1991; Westby, 2005). Since many children with language learning disabilities do not have knowledge on how to apply text structures, this strategy was also included in the research study and the effects of explicit instruction in text structures on reading and listening comprehension was discussed in this review.