Abstract
This article reports on a series of studies designed to enhance reading comprehension and content-area reading for students with diverse learning needs in general education classrooms. Strategies were implemented through a peer-mediated instructional format (either small groups or pairs). Findings from professional development, students' academic progress, and discourse analysis revealed that many students made significant progress in both understanding text and learning content. However, carefully monitoring the progress of all students is necessary because gains for some students are minimal.
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