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ERIC Number: EJ1057867
Record Type: Journal
Publication Date: 2015
Pages: 7
Abstractor: As Provided
Reference Count: 26
ISSN: ISSN-0741-9325
Rethinking Service Delivery for Students with Significant Learning Problems: Developing and Implementing Intensive Instruction
Fuchs, Douglas; Fuchs, Lynn S.
Remedial and Special Education, v36 n2 p105-111 Mar-Apr 2015
Despite recent advances in the development of instructional interventions, many students with significant learning problems do not benefit from them. This includes 25% to 50% of students with learning disabilities (LD). In this article, we identify five limitations of current instructional programs that may help to explain students' inadequate responsiveness. The first of these is that the instructional programs often fail to address the difficulty students experience when transitioning from the primary grades to the intermediate grades. Second, many of the programs lack sufficient comprehensiveness in the strategies or the skills they address. Third, they typically do not teach for transfer. Fourth, they do not adequately address the linguistic and cognitive limitations of many struggling students. Fifth, they do not make use of implementation features that can optimize the intensity of instruction. We describe these limitations and explain how researchers might modify their instructional programs to make them more effective for children with severe learning problems.
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:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324D130003; HD15052