ERIC Number: ED454635
Record Type: RIE
Publication Date: 2000-Sep
"Early Intervention" from Teaching Students with Disabilities To Read. PEER Literacy Resource Brief #7. PEER Project Literacy Series.
Denton, Carolyn A.; Hasbrouck, Jan E.
This booklet is part of a series of seven booklets designed to introduce aspects of effective reading instruction that should be considered when teaching reading to students with disabilities. It focuses on essential skill building and teaching activities related to early intervention in reading. The methods described of teaching reading to students with disabilities have been shown to be particularly effective. An introduction discusses general principles for teaching reading to students with disabilities and emphasizes the importance of individually designing a program based on a student's strengths and needs, parent involvement, and academic modifications. Information is organized into the following sections: what early intervention in reading is, why it is important, what parents can do, what teachers can do, information for second language learners, and resources. Strategies include asking teachers for extra reading instruction to help children with reading difficulties catch up and experience reading success before they develop negative attitudes toward reading, providing early reading intervention in addition to the child's regular reading class, providing extra phonological awareness and phonemic awareness training, providing direct instruction in phonological skills and early phonic training, and providing language development programs. (Contains 12 references.) (CR)
Descriptors: Academic Accommodations (Disabilities), Disabilities, Early Intervention, Elementary Secondary Education, Parent Participation, Prevention, Reading Comprehension, Reading Difficulties, Reading Improvement, Reading Instruction, Reading Strategies, Teaching Methods
Federation for Children with Special Needs, 1135 Tremont St., Suite 420, Boston, MA 02120. Tel: 617-236-7210; Fax: 617-572-2094; e-mail: firstname.lastname@example.org; Web site: http://www.fcsn.org.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Parents; Practitioners; Teachers
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Federation for Children with Special Needs, Boston, MA.
Note: Prepared by the PEER (Parents Engaged in Education Reform) Project. In: "Teaching Students with Disabilities To Read"; see EC 308 364. For other PEER Literacy Resource Briefs, see EC 308 365-371.