NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ831940
Record Type: Journal
Publication Date: 2006-Jul
Pages: 15
Abstractor: As Provided
Reference Count: 52
ISBN: N/A
ISSN: ISSN-1360-3116
Effective Early Reading Instruction and Inclusion: Some Reflections on Mutual Dependence
Savage, Robert
International Journal of Inclusive Education, v10 n4-5 p347-361 Jul 2006
It is argued that attention to effective evidence-based early reading interventions are a co-requisite to genuinely inclusive education, with implications not only for reading acquisition, but also for a range of other social and academic domains. This paper briefly describes some of the recent developments in reading research that have the potential to promote the maximally effective reading interventions, and their consequences for inclusive practice. Potential challenges to inclusive education from some aspects of reading research are also considered. Classroom-based interventions are described and contrasted with both individual tuition and resource room pull-out models. It is concluded that an evidence-based model of effective reading intervention can be linked productively with inclusion goals. To do this in practice, attention must be directed towards more highly-structured evidence-based approaches to early literacy intervention that allow equality of opportunity, and to the effective training of teachers to this end.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A