Intensive Interventions in Reading for Students with Reading Disabilities: Meaningful Impacts

Autor/inn/en	Vaughn, Sharon; Wanzek, Jeanne
Titel	Intensive Interventions in Reading for Students with Reading Disabilities: Meaningful Impacts
Quelle	(2014), (26 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1111/ldrp.12031
Schlagwörter	Intervention; Reading Difficulties; Reading Achievement; Observation; Learning Disabilities; Reading Instruction; Special Education; General Education; Time Factors (Learning); Individualized Instruction; Teaching Methods; Educational Quality; Large Group Instruction; Small Group Instruction; Elementary School Students; Secondary School Students; Effect Size; Program Effectiveness; Academic Standards; Program Length; Barriers; Literature Reviews; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Leseleistung; Beobachtung; Learning handicap; Lernbehinderung; Leseunterricht; Special needs education; Sonderpädagogik; Sonderschulwesen; Allgemein bildendes Schulwesen; Allgemeinbildung; Individualisierender Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Quality of education; Bildungsqualität; Sekundarschüler
Abstract	We use three data sources to build a rationale for why intensive interventions are necessary for students with pervasive reading disabilities: current data on the performance of students with disabilities on reading achievement measures over time, observation studies on students with reading disabilities in general and special education classrooms, and findings from intensive intervention studies for students with reading disabilities. Results of these data sources indicate that students with disabilities are not making progress in reading at the same rate as students without disabilities, reading instruction for students with reading disabilities is comprised of excessive amounts of low level tasks, and findings from intensive intervention studies suggest positive impacts for students with reading disabilities. We argue that students with reading disabilities require ongoing intensive interventions that are likely to require schools to change the contexts and practices for these students. [This paper was published in "Learning Disabilities Research & Practice" (EJ1029988).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01