Peer reviewed
Direct linkERIC Number: EJ937320
Record Type: Journal
Publication Date: 2011
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0040-5841
EISSN: N/A
Available Date: N/A
The First "R": Evidence-Based Reading Instruction for Students with Learning Disabilities
Ritchey, Kristen D.
Theory Into Practice, v50 n1 p28-34 2011
Students with learning disabilities (LD) represent a significant proportion of students enrolled in U.S. schools. Research suggests that students with LD in reading benefit from specialized reading instruction, and effective reading instruction can be characterized as explicit, intensive, and systematic. Examples of evidence-based interventions that follow these principles for students across grade levels are reviewed. (Contains 2 tables.)
Descriptors: Evidence, Reading Instruction, Direct Instruction, Reading Strategies, Time Factors (Learning), Special Needs Students, Guidelines, Federal Legislation, Learning Disabilities, Special Education, Instructional Effectiveness, Intervention
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: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act
Grant or Contract Numbers: N/A
Author Affiliations: N/A
