ERIC Number: EJ1049682
Record Type: Journal
Publication Date: 2015
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0741-9325
EISSN: N/A
Instructional Engineering Principles to Frame the Future of Reading Intervention Research and Practice
Simmons, Deborah
Remedial and Special Education, v36 n1 p45-51 Jan-Feb 2015
In this article, I outline thoughts regarding the complexities and possibilities of the next generation of reading intervention for students who do not benefit from typical instructional practices. I ground my recommendations in school-based research and observations conducted primarily in kindergarten through third grade and more recently in Grades 6 through 10. Building on principles and practices that have accrued through experimental research, I discuss the importance of enhancing the impact of reading instruction by reinforcing and articulating connections within and between intervention tiers. Specifically, I focus on the potential of (a) fortified Tier 1 foundations, (b) aligned Tier 1 and Tier 2 interventions, (c) bridged instruction to support critical reading transitions, and (d) flexible, responsive Tier 2/Tier 3 interventions.
Descriptors: Reading Programs, Intervention, Reading Research, Educational Practices, Educational Principles, Reading Instruction, Instructional Improvement, Transitional Programs, Flexible Progression, Academic Achievement, Early Intervention, Prevention, Alignment (Education), Instructional Design, Best Practices, Special Needs Students, Early Childhood Education, Middle Schools, Teaching Methods
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305F100013; R324E060067