The effect of study skill training on learning disabled students' retelling of expository material.

Three students with learning disabilities learned a shortened SQ3R routine. The steps were: survey headings, turn headings into questions, read to answer, close book and retell, quick review.

The trainer first modeled each step, then coached the students, then faded help. Oral retell accuracy was scored after every science passage.

Retell scores jumped the day SQ3R started and stayed high. Prompts were removed week by week; accuracy did not drop.

All three students kept the skill with no extra rewards.

Kim et al. (2018) ran a near-copy test. They swapped SQ3R for shared-reading yet still saw the same leap in narrative retelling. The move shows the power is in the structured before-during-after cycle, not the exact brand.

Laçin (2024) and Kim et al. (2025) push the idea younger and older. Preschoolers with ASD gained vocabulary through picture-filled shared reading, while high-schoolers with ASD grasped science eBooks with the same routine. The package travels across age and diagnosis.

Foster et al. (1979) used the same classroom-package logic but for writing. Their deaf and aphasic students wrote richer sentences after a model-and-token sequence. Both studies prove a tight prompt-and-fade loop can lift language output whether the product is spoken or written.

You can teach SQ3R in one week and hand the reins to the learner. No tokens, no tech, just five clear steps. Try it during content-area reading: model twice, coach twice, then let the student run the sheet alone. Track one-minute retells; you should see the same overnight jump.