ERIC Number: ED458761
Record Type: RIE
Publication Date: 2001-Aug
Judgments in Identifying and Teaching Children with Language-Based Reading Difficulties. Executive Summary.
Wise, Barbara W.; Snyder, Lynn
This paper reviews the literature on the role of judgment and collaboration between clinicians and researchers to identify and instruct students with reading difficulties, particularly reading difficulties based on either underlying core deficits in phonological processing or poor language comprehension. For students with speech-sound based reading disabilities, the research indicates that teachers and clinicians must assess foundation level skills, ensure automaticity with speeded practice, and provide numerous opportunities for children to apply the skills in context. For children whose decoding skills are normal but whose comprehension is weak, evidence suggests the need for focused intervention to address skills related to semantic memory, inferential skills, and self-questioning strategies. The paper also discusses clinical judgment in recognizing children with each of these two types of reading disability, screening for reading disabilities, and implementing clinical judgments in modifying instruction to meet individual needs. (DB)
Descriptors: Comprehension, Decoding (Reading), Disability Identification, Elementary Secondary Education, Intervention, Language Impairments, Phonology, Reading Difficulties, Receptive Language, Remedial Reading, Research Utilization, Teaching Methods
For full text: http://www.air.org/ldsummit/.
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the Learning Disabilities Summit: Building a Foundation for the Future (Washington, DC, August 27-28, 2001).