We conducted a quasi-experimental research aiming to effectively teach Argumentative Text Comprehension (ATC) to Greek secondary students with persistent Reading Difficulties. We constructed two intervention programs. The first program was based exclusively on the principals of Systematic Explicit Instruction (SEI). The second program was a combination of the first program with the Repeated Reading Strategy (RRS). Both the control (n=29) and the experimental group (n=30) were mixed groups, including students with either Specific Reading Disability (SRD) or Low Reading Achievement (LRA). The control group attended twenty-four 60-minute lessons, whereas the experimental group attended one extra lesson to ensure participants’ familiarization with the use of RRS. Both groups presented significantly higher achievement at post-test than at pre-test, as shown by the results of a standardized and a researcher-made test. The effect size of both interventions was high (Control group: 0.85, Experimental: 0.81). Intra-categorical inter-group comparisons indicated that the subgroups of students with SRD and the subgroups of students with LRA, who were taught through the first or the second instructional intervention indicated that there were no significant differences in the achieved results. Findings are discussed in terms of the role played by evidence - based instructional practices in supporting students with persistent reading failure in dealing with the Argumentative Text Comprehension.

Keywords: Systematic Explicit Instruction, Argumentative text comprehension, Specific Reading Disability, Low Reading Achievement.