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Inference skill is one of the most important predictors of reading comprehension. Still, there is little rigorous research investigating the effects of inference instruction on reading comprehension. There is no research investigating the effects of inference instruction on reading comprehension for English learners with reading comprehension difficulties. The current study investigated the effects of small-group inference instruction on the inference generation and reading comprehension of sixth- and seventh-grade students who were below-average readers (M = 86.7, SD = 8.1). Seventy-seven percent of student participants were designated limited English proficient. Participants were randomly assigned to 24, 40-min sessions of the inference instruction intervention (n = 39) or to business-as-usual English language arts instruction (n = 39). Membership in the treatment condition statistically significantly predicted higher outcome score on the Gates-MacGinitie Reading Test Reading Comprehension subtest (d = 0.60, 95% confidence interval [CI] [0.16, 1.03]), but not on the other measures of inference skill.

26:T411,

Federal law requires all students, including those with significant intellectual disability, to make progress toward grade-level general education standards. The alignment between standards, curriculum, and instruction is vital for ensuring equitable opportunities to learn. Commercially available curricula attempt to support teachers and students by aligning instructional materials to standards, but few studies exist to verify this alignment. Those that have been conducted for general education curriculum have not been promising. This study uses the Links for Academic Learning protocol to evaluate the alignment of curricula designed for students with significant intellectual disability (SWSID) that mark themselves as aligned to grade-level standards. Findings related to the alignment between the standards, lesson objectives, and lesson content are reported. The researchers discuss implications related to the adoption and use of curricula specifically designed for SWSID and the need for additional research in this area.

27:T483,

Restricted interests of individuals with autism spectrum disorder (ASD) can act as a barrier to learning important life skills. Embedding the interests of individuals into their learning environment can act to establish motivation to participate. A meta-analysis of 20 single-case studies on embedding interests of individuals with ASD was conducted to determine overall effects and potential moderating variables. Data were aggregated across do