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ERIC Number: EJ894114
Record Type: Journal
Publication Date: 2008
Pages: 17
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-1555-9734
Early Literacy Instruction and Intervention
Al Otaiba, Stephanie; Foorman, Barbara
Community Literacy Journal, v3 n1 p21-37 Fall 2008
The purpose of this paper is to describe the efficacy of early literacy interventions and to discuss possible roles for volunteer tutors in helping prevent reading difficulties within the Response to Intervention process. First, we describe a landmark study that evaluated the impact of primary classroom instruction on reducing the proportion of students at risk for reading failure, and a more recent series of studies exploring the effects of individualizing classroom reading instruction based on students' initial skills. Second, we review studies of more intensive early intervention to demonstrate how these interventions substantially reduce the proportion of students at risk. Third, we examine effective tutoring models that utilize volunteers. Finally, we discuss the potential role of community tutors in supporting primary classroom instruction and secondary interventions.
Community Literacy Journal. Department of Writing, Rhetoric, & Discourse, DePaul University, 802 West Belden Avenue, Chicago, IL 60614. Tel: 906-370-0206; Web site: http://communityliteracy.org/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A