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Supplemental Reading Instruction for Students at Risk for Reading Disabilities: Improve Reading 30 Minutes at a Time
Author(s) -
Linan–Thompson Sylvia,
Hickman–Davis Peggy
Publication year - 2002
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/1540-5826.00049
Subject(s) - fluency , reading (process) , spelling , psychology , reading comprehension , intervention (counseling) , learning disability , mathematics education , comprehension , phonemic awareness , response to intervention , at risk students , special education , diversity (politics) , pedagogy , linguistics , developmental psychology , literacy , philosophy , psychiatry , sociology , anthropology
Supplemental reading instruction provides a way to improve the reading outcomes of students at risk for reading difficulties and to meet the challenges produced by increases in student diversity in today’s classrooms. The research–based intervention described in this article includes intensive, explicit, and systematic reading instruction in five areas: fluency, phonemic awareness, instructional–level reading with an emphasis on comprehension, word analysis, and spelling. This intervention was effective in improving the reading skills of low SES, second–grade English monolingual and English–language learners.