The present case study illustrates the use of explicit text structure intervention for expository reading comprehension with three adolescents with language learning disabilities (LLD). We investigated whether it was feasible to provide direct instruction on the identification of signal words that denote compare–contrast relations between concepts, the purpose and nature of expository text structures, and the use of graphic organizers to assist in retell of target passages and compare/contrast text comprehension. The intervention was effective in improving participants’ text structure identification, signal word recognition, and comprehension of compare–contrast text. This preliminary case study demonstrates that a short-term text structure intervention is feasible and can benefit adolescents with LLD who struggle with expository reading comprehension. Implications for clinical and educational services and future directions for research are provided.

本案例研究说明了使用显式文本结构干预对三名有语言学习障碍 (LLD) 的青少年进行说明性阅读理解。我们调查了直接指导识别表示概念之间比较-对比关系的信号词、说明性文本结构的目的和性质，以及使用图形组织器来帮助复述目标段落和比较/对比文本理解。干预有效地提高了参与者的文本结构识别、信号词识别和比较对比文本的理解。该初步案例研究表明，短期文本结构干预是可行的，并且可以使在说明性阅读理解方面有困难的 LLD 青少年受益。提供了对临床和教育服务的影响以及未来的研究方向。