| Sumario: | To be a proficient reader you must possess automatic word recognition and be able to comprehend what you read. Automatic word recognition is the ability to recognize words quickly and easily with little effort so that you can direct your attention to the literal and often inferential meanings that the author is trying to convey. For many children, the road to proficient reading is fraught with obstacles. These barriers include difficulty with phonological awareness, developing fluency in word recognition, understanding the meaning of words and complex sentence structures, and using strategies to comprehend what is read. Typically developing children experience fewer roadblocks on the course to skilled reading and respond well to interventions designed to remove academic hurdles from their paths. Children with language and learning problems also benefit from instruction, but not always in the same way as children who are developing typically. Thus, interventions geared toward children with language and learning problems should be designed with their learning styles and needs in mind. This article reviews intervention practices associated with improvements in phonological awareness, reading fluency, reading comprehension, and the use of comprehension strategies for children with language learning impairments (LD). General guidelines from research evidence for the design of phonological awareness, reading fluency, and strategy-based comprehension instruction are followed by a detailed overview of two specific comprehension strategies approaches, explicit self-regulated strategy development (SRSD) within a TWA (think before, while and after reading) strategy, and graphic organizers.
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