Effect of the Self-Determination Learning Model of Instruction on Reading Comprehension and Self-Determination Skills of Students With Learning Disabilities.

This article examines the effects of a multicomponent reading comprehension strategy intervention based on the Self-Determination Learning Model of Instruction (SDLMI) on Turkish students with learning disabilities (LD). Using a randomized pretest–posttest control group design with 42 participants, the study found that the SDLMI-based intervention significantly improved students' reading comprehension, acquisition of reading strategies, self-determination skills, and goal-setting abilities compared to both a non-SDLMI intervention and business-as-usual instruction. The SDLMI framework, which integrates self-determination skills such as goal setting, self-monitoring, and problem-solving with academic content, was shown to enhance motivation, self-regulation, and academic engagement among students with LD. The findings suggest that combining self-determination instruction with reading interventions can yield meaningful academic and personal benefits, though further research with larger samples is recommended to confirm generalizability.