Comparison of Faster and Slower Responders to Early Intervention in Reading: Differentiating Features of Their Language Profiles

In the longitudinal research reported in this article we examine issues related to the nature and duration of early intervention of relatively low intensity. Specifically, we consider (a) how children who respond faster and slower differ at the end of a 24-lesson intervention spaced over four months...

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Bibliographic Details
Published in:Learning disability quarterly 2002-02, Vol.25 (1), p.59-76
Main Authors: Berninger, Virginia W., Abbott, Robert D., Vermeulen, Karin, Ogier, Stacy, Brooksher, Rebecca, Zook, Dori, Lemos, Zenia
Format: Article
Language:English
Subjects:
Analysis
Care and treatment
Children
Early Intervention
Elementary education
Grade 1
Instructional Effectiveness
Learning disabilities
Learning disabled
Orthographies
Phonemes
Primary Education
Reading
Reading Ability
Reading comprehension
Reading Difficulties
Reading disability
Reading skills
Remedial Reading
Remedial teaching
Student Characteristics
Study and teaching
Syllables
Transponders
Tutoring
Words
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Summary:In the longitudinal research reported in this article we examine issues related to the nature and duration of early intervention of relatively low intensity. Specifically, we consider (a) how children who respond faster and slower differ at the end of a 24-lesson intervention spaced over four months in first grade, (b) whether the faster responders maintained their gains during second grade, (c) whether the slower responders could make relative gains with additional intervention, and (d) how the faster and slower responders during the first-grade intervention differed in second grade. In comparing these children who varied in rate of response to early intervention, we focus on differences in their language profiles for potential instructional cues for enhancing the reading of slower responders.
ISSN:0731-9487
2168-376X
DOI:10.2307/1511191