The purpose of this study was to examine the effect of close reading using Achieve3000 on the text comprehension and use of text evidence by students with learning disabilities in grades 4-5. In addition, student satisfaction with close reading was evaluated for social validity. Two fourth grade students and one fifth grade student, both female, participated in the study. Two students were classified with specific learning disability, and one was classified as communication impaired. A single-subject methodology with an ABAB design was used. During the Baseline phase, students independently read the expository text. They answered comprehension questions, and wrote their responses using text evidence on lined paper. During the Intervention phase, expository texts were identified by Achieve300 at individual student lexile levels. As students read the passages, they used comprehension strategies provided by Achieve3000 on a computer. Results show that after instruction in close reading using Achieve3000 students increased comprehension and use of text evidence. Results from student surveys given after instruction suggest that the Intervention was socially accepted. Further research is needed to examine possible long-term benefits of close reading for students with disabilities
