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ERIC Number: ED557070
Record Type: Non-Journal
Publication Date: 2014
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Intensive Interventions in Reading for Students with Reading Disabilities: Meaningful Impacts
Vaughn, Sharon; Wanzek, Jeanne
Grantee Submission
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).]
Publication Type: Reports - Research
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH); Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Assessment of Educational Progress
IES Funded: Yes
Grant or Contract Numbers: P50 HD052117-07; R324A130262