Reading comprehension has been defined as the process that excerpts and, at the

same time, creates meaning by having the student interact and be involved with

written language (Shanahan et al., 2010). Reading comprehension has been defined as the process that
excerpts and, at the

same time, creates meaning by having the student interact and be involved with

written language (Shanahan et al., 2010).

Not surprisingly, many students identified as having learning

disabilities (LD) experience problems in the area of reading comprehension. These

students struggle to construct meaning from written text, connect meaning to words,

make inferences, draw conclusions, recall and summarize information, and actively

monitor their comprehension.

To comprehend written language, students must be able to make inferences, to

monitor their reading, to make causal connections, to have some knowledge of text

structure, to summarize text, and to possess other language (e.g., semantics) and

cognitive skills (e.g., self-regulation). For some students, these skills may not develop
naturally and can result in reading comprehension problems. Indeed, a significant

number of students with LD manifest deficits in these areas.