About 80 percent of students respond to high-quality, evidence-based reading instruction. Teaching reading comprehension strategies to students with learning disabilities: A review of research. Eventually, the students apply the skill independently to sound out simple words. It isn't enough simply to add on components of a fragmented curriculum to balance one with another.) Intervention for struggling readers: Possibilities and challenges. The NRC noted that for students to learn to read …
Overview of the Texas Center for Learning Disabilities. Effects of explicit instruction on decoding of struggling first grade students: A data-based case study. In one research-validated early reading intervention program, young students are taught to use a three-part strategy when they try to read difficult words: "Look for parts you know, sound it out, and check it" (Denton & Hocker, 2006, p. 144). Research on peer-assisted learning strategies: The promise and limitations of peer-mediated instruction. Psychological Science in the Public Interest, 2, 31–74. Current research about literacy shows that few students acquire reading naturally, and that most students benefit from explicit and direct, structured instruction. Why is Reading Intervention Necessary? Students with learning difficulties typically need extended guided, independent, and cumulative practice. Don't just "cover" critical content; be sure students learn it—monitor student progress regularly and reteach as necessary.
Tier 1 Whole-class instruction such as with Projectables, Comprehension Skill Packs, Shared Reading Books Tier 2 Small-group instruction such as with Leveled and Multileveled Books and lessons Many classrooms in which all instruction is delivered in English include students who are learning to read and speak in English at the same time. Review of Educational Research, 71, 279–320. Classroom reading teachers can adjust their teaching accordingly to try to accelerate student progress. Fletcher, J. M., Denton, C. A., Fuchs, L., & Vaughn, S. R. (2005).
Scientific Studies of Reading, 5, 239–256. Typically, this means that teachers implement reading instruction in small groups as well as in whole class formats.
Baltimore: International Dyslexia Association. On the other hand, if confusions are not addressed and foundational skills are not mastered, it is likely that students will become more and more confused, resulting in serious reading problems. Reading Teacher, 59, 636–644. Responsive reading instruction: Flexible intervention for struggling readers in the early grades. Students with reading problems often need a lot of review. McCray, A. D., Vaughn, S., & Neal, L.I.
Students with learning difficulties benefit from explicit instruction in decoding skills and strategies, fluency (modeling fluent reading, directly teaching how to interpret punctuation marks when reading orally, etc.
Longmont, CO: Sopris West. These assessments typically include having students read text for 1–2 minutes and calculating how many words they read correctly during that time (see Fuchs, Fuchs, Hosp, & Jenkins, 2001; Hasbrouck & Tindal, 2006).
Pullen, P. C., Lane, H. B., Lloyd, J. W., Nowak, R., & Ryals, J. Preventing reading difficulties in young children. Effective reading teachers teach skills, strategies, and concepts. Chard, D. J., Vaughn, S., & Tyler, B. If clear corrective feedback is not provided, students are likely to continue to make the same errors, in effect "practicing their mistakes" (Denton & Hocker, 2006, p. 17) and forming bad habits that are difficult to break. It is very important that students have the opportunity to apply word identification and spelling skills as they read and write connected text.
These steps are described in more detail below. Finally, they noted that effective reading teachers adapt their instruction, making changes designed to meet the needs of different students. There are also two early interventions, which target specific skills certain students need more practice on: Fountas & Pinnell's Leveled Literacy Intervention and Reading Recovery. As this student observed, it is nearly impossible for students to understand what they are reading—to get meaning from text—when they can't read the words on the page accurately and fluently.
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