Intensive Interventions in Reading for Students with Reading Disabilities: Meaningful Impacts

We use three data sources to build a rationale for why intensive interventions are necessary for students with pervasive reading disabilities: current data on the performance of students with disabilities on reading achievement measures over time, observation studies on students with reading disabil...

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Bibliographic Details
Published in:Learning disabilities research and practice 2014-05, Vol.29 (2), p.46-53
Main Authors: Vaughn, Sharon, Wanzek, Jeanne
Format: Article
Language:English
Subjects:
General Education
Intervention
Learning Disabilities
Observation
Program Effectiveness
Reading Achievement
Reading Difficulties
Reading Instruction
Special Education
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Summary:We use three data sources to build a rationale for why intensive interventions are necessary for students with pervasive reading disabilities: current data on the performance of students with disabilities on reading achievement measures over time, observation studies on students with reading disabilities in general and special education classrooms, and findings from intensive intervention studies for students with reading disabilities. Results of these data sources indicate that students with disabilities are not making progress in reading at the same rate as students without disabilities, reading instruction for students with reading disabilities is comprised of excessive amounts of low level tasks, and findings from intensive intervention studies suggest positive impacts for students with reading disabilities. We argue that students with reading disabilities require ongoing intensive interventions that are likely to require schools to change the contexts and practices for these students.
ISSN:0938-8982
1540-5826
DOI:10.1111/ldrp.12031