Abu-Hamour, B. (2013).
Arabic reading comprehension and curriculum based measurement.
International Journal of Humanities and Social Science. 3(17), 184-195.

The primary objective of this study was to evaluate whether students using a multicomponent intervention for reading comprehension (RC) would increase their RC scores in comparison to students who learned under traditional instruction. A total sample of 66 fifth-grade students participated in the study. This paper presents a comparison study of two groups: the first group received specific RC strategies and the second group received traditional way of teaching RC which relies heavily on questioning the students after reading silently selected text. The intervention was implemented for 18 weeks. The results indicated that students in the treatment class outperformed students in the comparison class on the standardized RC measure and the CBM Maze progress.

Keywords: Special Education, Learning Disabilities