ERIC Number: EJ1140209
Record Type: Journal
Publication Date: 2017
What Do Beginning Special Educators Need to Know about Intensive Reading Interventions?
Coyne, Michael D.; Koriakin, Taylor A.
TEACHING Exceptional Children, v49 n4 p239-248 Mar-Apr 2017
Evidence based reading instruction and intervention are essential for students with disabilities. The authors recommend that elementary special education teachers emphasize both code-based and meaning-based skills as part of delivering intensive reading interventions, including providing explicit and systematic decoding and vocabulary instruction. In addition to focusing on the content of instruction, the authors also encourage teachers to consider how skills and strategies are presented to students using principles of effective instructional design and delivery.
Descriptors: Disabilities, Intervention, Reading Instruction, Teaching Methods, Decoding (Reading), Vocabulary Development, Skill Development, Reading Strategies, Instructional Design, Elementary Education, Reading Comprehension, Educational Resources, Reading Skills
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A