Persistence of Reading Disabilities: The Voices of Four Middle School Students

Abstract

This multiple case study explored the perceptions of four reading-disabled middle school students for the purpose of uncovering factors that may have prevented these students from progressing in their reading development. Results identified a) students’ lack of effective use of reading strategies, b) students’ perceptions of their reading instruction, c) students’ stress related to reading, and d) aspects of students’ educational histories as contributing in varying degrees to their lack of reading progress.

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