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ERIC Number: EJ1049682
Record Type: Journal
Publication Date: 2015
Pages: 7
Abstractor: As Provided
Reference Count: 19
ISBN: N/A
ISSN: ISSN-0741-9325
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.
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