Reading intervention research for secondary students with learning disabilities: a data-based and multivocal synthesis

The purpose of this study is to synthesize findings from the research studies from 1980 to 2004 (N=30) that examine effects of reading interventions on reading performance for adolescents (grades 6–12) with learning disabilities (LD), as well information collected through focus group interviews of reading professionals in the secondary schools concerning their use and perceptions of effective reading interventions. Results reveal that practitioners have limited opportunities to learn about and utilize identified effective interventions in a meaningful way. This research confirms the need for consideration of social validity issues related to secondary consumers of adolescent reading intervention research design so to increase the likelihood of the adoption and sustainability of research-based effective practices in classrooms; and that feasibly of implementation within the constraints of the school environment is an area in need of address.