Payame Noor University Research in School and Virtual Learning 3060-6497 10 4 2023 05 22 Intensive Teaching Inference Intervention for Secondary Elementary Stu-dents with Specific Reading Comprehension Disability: A Reversal Single-Case Design Intensive Teaching Inference Intervention for Secondary Elementary Stu-dents with Specific Reading Comprehension Disability: A Reversal Single-Case Design 9 28 9873 10.30473/etl.2023.66561.3925 FA Maryam Tazesh Ph.D. Student, Educational Psychology, Kharazmi University, Tehran, Iran Hamidreza Hassanabadi Associate Professor, Department of Educational Psychology, Kharazmi University, Tehran, Iran Parvin Kadivar Professor, Department of Educational Psychology, Kharazmi University, Tehran, Iran Hadi Keramati Assistant Professor, Department of Educational Psychology, Kharazmi University, Tehran, Iran Journal Article 2022 12 31 The study aimed to investigate the possible primary effects of teaching inferences in student with specific reading comprehension disability. It adopted an ABA single-subject design. Among the students referred to the learning disorders center, six ones were selected based on the previous scores of the Wechsler Intelligence Scale for Children - 4th Edition and the score obtained in Learning Disability Evaluation Scale - 4th Edition (LDES-4) and due to the inclusion and exclusion criteria. The instructional Intervention included 23 sessions. The data were visually and quantitative analyzed using R software. The visual analysis and non-overlap indices and size effects indicated a significant increase in the participants' reading comprehension compared with the baseline and a significant decrease in the return stage compare of with the intervention stage. It seems that the findings have promising contributions to curing learning disabilities by appealing to inferencing learning. The study aimed to investigate the possible primary effects of teaching inferences in student with specific reading comprehension disability. It adopted an ABA single-subject design. Among the students referred to the learning disorders center, six ones were selected based on the previous scores of the Wechsler Intelligence Scale for Children - 4th Edition and the score obtained in Learning Disability Evaluation Scale - 4th Edition (LDES-4) and due to the inclusion and exclusion criteria. The instructional Intervention included 23 sessions. The data were visually and quantitative analyzed using R software. The visual analysis and non-overlap indices and size effects indicated a significant increase in the participants' reading comprehension compared with the baseline and a significant decrease in the return stage compare of with the intervention stage. It seems that the findings have promising contributions to curing learning disabilities by appealing to inferencing learning. https://etl.journals.pnu.ac.ir/article_9873_444e1587006e38eb2e6284f6b047016e.pdf