Teaching Expository Text Management and Proficiency Skills for Comprehension for Students With Language/Learning Disabilities.

This article focuses on evaluating the effects of explicit text structure instruction on expository reading comprehension in fifth-grade students with language and learning disabilities (LLD). Using a multiple baseline single-case design, four students with diagnosed language impairments and reading comprehension deficits received instruction through the TEXT-MAPS (Teaching Expository Text Management and Proficiency Skills) program, which emphasized recognition of compare–contrast and cause–effect text structures, signal words, and use of graphic organizers. Results showed improvements in participants’ recall of idea units, identification of signal words, and text structure recognition for both text types, with maintained gains one month post-intervention. The study supports the feasibility and effectiveness of short-term, explicit text structure instruction delivered via telepractice for students with LLD, while noting variability among participants and recommending further research on generalization and longer-term outcomes.