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.
Descriptors: Elementary School Students, Intervention, Learning Disabilities, Dyslexia, Reading Difficulties, Writing Difficulties, Evidence Based Practice, Individualized Instruction, Speech Language Pathology, Phonemic Awareness, Phonics, Reading Fluency, Reading Skills, Listening Comprehension, Reading Comprehension, Vocabulary Development, Spelling, Handwriting, Sentences, Writing (Composition), Taxonomy
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