In this article, the authors assist teachers who are working with young students at risk for reading disabilities by helping make sense of the large—but unwieldy—scientific knowledge base. They offer a conceptual framework for thinking about beginning reading instruction and intervention across three dimensions: the content of instruction (what to teach), the delivery of instruction (how to teach), and the timing of instruction (when to teach). The authors discuss each of these dimensions and describe how teachers can use them to help organize and make sense of what we know about beginning reading instruction for students experiencing reading difficulties.
Get full access to this article
View all access options for this article.
References
1.
Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press .
2.
Connecticut State Department of Education. ( 2000). Connecticut's blue-print for reading achievement. Retrieved June 17, 2004, from http://www.state.ct.us/sde/dtl/curriculum/currcbra.htm
3.
Coyne, M.D., Kame'enui, E.J., & Carnine, D.W. (in press). Effective teaching strategies that accommodate diverse learners (3rd ed.). Columbus, OH: Merrill.
4.
Coyne, M.D., Kame'enui, E.J., & Simmons, D.C. (2001). Prevention and intervention in beginning reading: Two complex systems. Learning Disabilities Research & Practice, 16, 62—72.
5.
Coyne, M.D., Simmons, D.C., & Kame'enui, E.J. (2003). Vocabulary instruction for young children at-risk of experiencing reading difficulties: Teaching word meanings during shared storybook readings. In J. F. Baumann & E. J. Kame'enui (Eds.), Vocabulary instruction: Research to practice (pp. 41—58). New York: Guilford Press.
6.
Elbaum, B., Vaughn, S., Hughes, M.T., & Moody, S.W. (2000). How effective are one-to-one tutoring programs in reading for elementary students at risk for reading failure? A meta-analysis of the intervention research. Journal of Educational Psychology , 92, 605—619.
7.
Foorman, B.R., Francis, D.J., Fletcher, J.M., Schatschneider, C., & Mehta P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90, 37—55.
8.
Gersten, R. (1998). Recent advances in instructional research for students with learning disabilities: An overview. Learning Disabilities Research & Practice, 13, 162—170.
9.
Gersten, R., Fuchs, L.S., Williams, J.P., & Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71, 279— 320.
10.
Good, R. H., & Kaminski, R. A. (Eds.). (2002). Dynamic indicators of basic early literacy skills (6th ed.). Eugene, OR: Institute for Development of Educational Achievement.
11.
Good, R.H., Simmons, D.C., Kame'enui, E.J., Kaminski, R.A., & Wallin, J. (2002). Summary of decision rules for intensive, strategic, and benchmark instructional recommendations in kindergarten through third grade (Technical Report No. 11). Eugene: University of Oregon.
12.
Good, R.H., Simmons, D.C., & Smith, S. (1998). Effective academic interventions in the United States: Evaluating and enhancing the acquisition of early reading skills. School Psychology Review, 27, 740— 753.
13.
International Reading Association & National Association for the Education of Young Children. (1998). Learning to read and write: Developmentally appropriate practices for young children. Newark, DE: International Reading Association & Washington, DC: National Association for the Education of Young Children.
14.
Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437—447.
15.
Kame'enui, E.J. (1993). Diverse learners and the tyranny of time: Don't fix blame; fix the leaky roof. The Reading Teacher, 46, 376—383.
16.
McCardle, P., & Chhabra, V. (2004). The voice of evidence in reading research. Baltimore: Brookes.
17.
Moats, L.C. (1999). Teaching reading is rocket science: What expert teachers of reading should know and be able to do. Washington, DC: American Federation of Teachers.
18.
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction . Washington, DC: National Institute of Child Health and Human Development/National Institutes of Health.
19.
National Research Council. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
20.
Simmons, D.C., Kame'enui, E.J., Stoolmiller, M., Coyne, M.D., & Harn, B. (2003). Accelerating growth and maintaining proficiency: A two-year intervention study of kindergarten and first-grade children at risk for reading difficulties. In B. Foorman (Ed.), Preventing and remediating reading difficulties: Bringing science to scale (pp. 197—228). Timonium, MD: York Press.
21.
Stanovich, K.E. (1999). The sociopsychometrics of learning disabilities . Journal of Learning Disabilities, 32, 350—361.
22.
Stanovich, K.E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York: Guilford Press.
23.
Swanson, H.L., & Hoskyn, M. (1998). Experimental intervention research on students with learning disabilities: A meta-analysis of treatment outcomes. Review of Educational Research, 68, 277—321.
24.
Texas Education Agency. (1998). Texas essential knowledge and skills for English language arts and reading . Retrieved June 17, 2004, from http://www.tea.state.tx.us/rules/tac/chapter110/ch110a.html
25.
Torgesen, J.K. (2000). Individual differences in response to early interventions in reading: The lingering problem of treatment resisters. Learning Disabilities Research & Practice, 15, 55—64.
26.
Torgesen, J.K., Alexander, A.W., Wagner, R.K., Rashotte, C.A., Voeller, K.K.S., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34, 33—58, 78.
27.
Torgesen, J.K., Wagner, R.K., Rashotte, C.A., Rose, E., Lindamood, P., Conway, T., et al. (1999). Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction. Journal of Educational Psychology, 91, 1—15.
28.
Vaughn, S., Gersten, R., & Chard, D.J. (2001). The underlying message in LD intervention research: Findings from research syntheses. Exceptional Children, 67, 99—114.
29.
Whitehurst, G.J., & Lonigan, C.J. (1998). Child development and emergent literacy. Child Development, 69(3), 848—872.
