Early Reading Instruction for Children with Reading Difficulties: Meeting the Needs of Diverse Learners

• Published in: Journal of learning disabilities 2004-09, Vol.37 (5), p.421-439
• Main Authors: Jitendra, Asha K., Edwards, Lana L., Starosta, Kristin, Sacks, Gabriell, Jacobson, Lisa A., Choutka, Claire M.
• Format: Article
• Language: English
• Subjects: Attention Deficit Disorder with Hyperactivity - diagnosis; Attention Deficit Disorder with Hyperactivity - psychology; Attention Deficit Disorder with Hyperactivity - therapy; Attention deficit hyperactivity disorder; Biological and medical sciences; Child; Child clinical studies; Children; Children & youth; Comprehension; Control Groups; Dyslexia - diagnosis; Dyslexia - psychology; Dyslexia - therapy; Early Intervention (Education); Early intervention programmes; Early literacy; Early Reading; Educational psychology; Elementary education; England (Reading); English as a second language learning; English language; English language learners; Female; Fluency; Follow-Up Studies; Fundamental and applied biological sciences. Psychology; Humans; Individualized Instruction; Intervention; Language and communication disorders; Learning Disabilities; Learning Disorders - diagnosis; Learning Disorders - psychology; Learning Disorders - therapy; Male; Males; Medical sciences; Native language acquisition; Needs assessment; Outcomes of Education; Phonetics; Program Effectiveness; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Psychopathology. Psychiatry; Psychopedagogics. Didactics; Reading; Reading ability; Reading comprehension; Reading difficulties; Reading disabilities; Reading disabled young children; Reading Failure; Reading Instruction; Reading Programs; Reading Skills; Remedial Teaching; Second Language Learning; Special education; Spelling; Student Characteristics; Teachers; Teaching Methods; Treatment Outcome; Tutoring; USA; Verbal Learning
• ISSN: 0022-2194; 1538-4780
• DOI: 10.1177/00222194040370050501

Several multiple-probe-across-participants design studies were employed to evaluate the effectiveness of a supplemental tutoring intervention using Read Well (Sprick, Howard, & Fidanque, 1998—2000). In Year 1, we conducted two studies with 7 first-, second-, and third-grade children (1 girl and 6 boys), who were classified as having learning disabilities, having attention-deficit disorder, or being English language learners and were identified by their teachers as poor readers. The results of the two studies indicated that 3 of the 5 children who received Read Well instruction showed improvement in passage fluency. Student performance on other measures of reading and comprehension was varied. Differences in student characteristics and in the amount of Read Well instruction received (2 to 7 weeks) seemed to account for the differences in performance. In Year 2, we implemented the same tutoring intervention for a longer duration (up to 16 weeks) and included 5 children in second and third grades (2 girls and 3 boys) with reading difficulties. Two of these children had previously participated in the Year 1 studies. The results indicated growth in reading, spelling, and comprehension for most children. Overall, the findings from Year 1 and 2 studies indicate the benefits of increased instructional intensity and duration for children who struggle with emerging reading skills.