Intensive Interventions in Reading for Students with Reading Disabilities: Meaningful Impacts.
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| Title: | Intensive Interventions in Reading for Students with Reading Disabilities: Meaningful Impacts. |
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| Authors: | Vaughn, Sharon, Wanzek, Jeanne |
| Source: | Learning Disabilities Research & Practice (Wiley-Blackwell). May2014, Vol. 29 Issue 2, p46-53. 8p. |
| Subjects: | Reading intervention, Reading disability, Reading level of students, Reading ability testing, Intensive reading |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Learning Disabilities Research & Practice (Wiley-Blackwell) is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| 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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 09388982 |
| DOI: | 10.1111/ldrp.12031 |
