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ERIC Number: EJ1195054
Record Type: Journal
Publication Date: 2018-Oct
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0161-1461
EISSN: N/A
Elementary Grade Intervention Approaches to Treat Specific Learning Disabilities, Including Dyslexia
Al Otaiba, Stephanie; Rouse, Amy Gillespie; Baker, Kristi
Language, Speech, and Hearing Services in Schools, v49 n4 p829-842 Oct 2018
Purpose: The purpose of this narrative review of the literature is to provide a description of intensive interventions for elementary grade students with dyslexia, students with learning disabilities, and students with intensive reading and writing needs. Method: First, we provide a brief overview of response to intervention. Second, we explain our theoretical framework for the review. Third, we describe evidence-based interventions, which are divided into predominantly reading or writing interventions. Fourth, we explain data-based individualization for these programs based on a taxonomy of intensity, and we provide an illustrative case study. Conclusion: We conclude by describing a set of links to websites and technical assistance resources that may be helpful for speech-language pathologists, teachers, and other interventionists to stay current with this research base and to lead professional learning communities.
American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A160132