Reading Interventions for Students with Learning Disabilities Reading is a lifelong skill that individuals should learn, so that they can thrive and expand intellectually. Although you can perceive its simplicity, it is more complex than it seems. Furthermore, it is a weapon that can be used to face the challenges and opportunities that life offers. For many, acquiring this skill is easy, except for students with learning disabilities (LD). It is very difficult to teach reading to those students with LD. One factor for this is the different needs of the students and the condition that controls the learning situation. In the articles read, the authors provide solutions to help LD students with their reading skills and intellectual capacity. Watson, Fore & Bone (2009) discuss the strategies used in a recently conducted reading intervention. In Carr (1991), the author illustrates reading comprehension strategies that benefit students with LD. By putting these strategies together, it is possible to formulate an effective reading intervention that can help children with learning difficulties. Teaching reading skills to students with LD may seem like a difficult task. If the diverse needs of these students and the learning conditions of a crowded public school coincide, then we can observe them being left behind in integrated classrooms. To address this problem, reading interventions should be prepared for students with LD so that they have equal learning opportunities. These interventions should be designed to address two aspects of reading skills: oral decoding and reading comprehension. In Watson, Fore & Boon, the authors consider early decoding issues for reading fluency. When teaching beginning readers, oral deco...... middle of paper ......t with LD. Both studies involve observing students' decoding ability with the help of special education teachers. Watson, Fore, and Boon suggest applying word addition and phonics procedures to improve oral fluency, while Carr suggests activating prior knowledge in the classroom to help with additional comprehension skills. In conclusion, providing ways to promote and develop a skill as simple as reading was eye-opening to me as a person who did not have a learning disability. I believe that both studies will not be relevant to my career, but they made me aware of this problem. Although I will not be a special education teacher, this review will help other teachers or special education teachers gain knowledge about ways to improve the intellect of LD students. Not to be overlooked, mothers will also benefit from this review when teaching their children.