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Bringing Research‐Based Practice in Reading Intervention to Scale
Author(s) -
Denton Carolyn A.,
Vaughn Sharon,
Fletcher Jack M.
Publication year - 2003
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 - 10.1111/1540-5826.00075
Subject(s) - reading (process) , intervention (counseling) , psychological intervention , psychology , learning disability , response to intervention , scale (ratio) , mathematics education , evidence based practice , pedagogy , special education , medical education , medicine , developmental psychology , physics , quantum mechanics , psychiatry , political science , law , alternative medicine , pathology
Multiple consensus reports have provided converging evidence regarding effective instruction for students who have difficulty learning to read. Evidence‐based instruction in general education classrooms must be in place in order to implement response‐to‐intervention models. Despite the well‐developed knowledge base supporting the value of interventions that have been demonstrated to have positive outcomes, these interventions are not widely employed in typical classroom instruction, and models of service delivery for students with reading and learning disabilities implemented in schools are often ineffective. Recent research has demonstrated that this need not be the case, but there are many obstacles to change. Large‐scale implementation of effective educational practices for struggling readers depends on a research agenda that directly addresses questions related to scaling and sustaining educational innovations. We suggest that reform depends on collaboration among researchers, educational practitioners, teacher educators, and policymakers, with the common goal of improving outcomes for students who might otherwise experience reading failure.