The purpose of this study was to examine contents and methods of reading interventions that used
to improve reading skills of students with L. D. In addition, methodological characteristics of
single-subject researches conducting to improve reading skills for the population were also analyzed.
For the purpose, 84 single subject research studies published through domestic research from 1996 to
2011. Results of the present study were as follows. Both independent variable and dependent variable
in many researches are related with reading comprehension. The most targeted subjects were students
with L. D. at elementary level. The major selection criteria were the results from intelligence tests,
academic achievement tests, and Basic School Skills Inventory(BSSI). The reliability of independent
variable and validity of dependent variable were not described in many studies. Based on the results,
the implication for educating students with L. D. and future research issues were discussed.