Enhancing reading comprehension through strategy instruction for students with Specific Learning Disabilities (SLD): literature review

This study offers a systematic review of effective reading comprehension strategy instruction for students with Specific Learning Disabilities (SLDs) in Arabic language settings. Analyzing 12 studies from 2015 to 2024, it identifies essential components of successful strategy instruction, which include structured and explicit instruction, individualised and targeted support, incremental progress monitoring and skill retention, and generalisation with multi-sensory learning. The research also highlights gaps in existing literature, such as limited generalizability, the need for long-term studies, challenges in practical implementation, and inadequacies in current assessment tools. The findings advocate for broader sample sizes, longitudinal research, and comparative analyses of instructional methods to enhance reading strategy instruction for SLD students. Furthermore, the study emphasises the importance of improved diagnostic frameworks and inclusive approaches to promote equitable reading development. It informs future research, curriculum improvements, and practical applications in reading comprehension instruction.