This study examined the effectiveness of an instructional strategy for teaching comprehension of literature to 8 high school students with learning disabilities. The strategy integrated recent advances in cognitive psychology with empirically derived principles of effective instruction. The texts included short stories from middle school and high school literature anthologies. A modified multiple baseline design was utilized. Results indicated improvements in the students' ability to answer questions based on the stories read.
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Gurney et al. (1990) studied this question.
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