Abstract
This project aims to help the 10% of our students who struggle in reading comprehension despite their decoding competency (Bailey et al., 2016; Landi & Rhyherd, 2017). Both older and newer research was analyzed to discover the possible instructional needs of this population of students. It was found that many students who are deemed to have S-RCD have either a direct or indirect deficit in learning comprehension in the following ways: semantic and grammatical processing skills, oral language skills, background knowledge, higher levels of thinking such as Theory of Mind, inference making and comprehension monitoring, working memory, inhibition, and attention (Jackson et al., 2022; Kim, 2016; Landi & Ryherd; Nation & Snowling, 1998; Spencer & Wagner, 2017; Strasser & del Rìo, 2014). This project focused on areas in which educators have the chance to have a higher impact on their student's comprehension progress. So, some areas of need were not directly addressed, but were indirectly addressed because intervention with higher levels of thinking, indirectly helps with attention, and working memory. Also, English language learners have some common disparities and thus, this project addresses their cultural needs as well through effective multimodal, intercultural pedagogy and critical literacy.