Student and teacher outcomes following the first year of implementation of an early reading intervention project designed to improve literacy outcomes in one urban school are described. The intervention was delivered through ongoing supplemental reading instruction for English language learners (ELLs) at-risk of reading failure. Students at-risk for reading-related learning disabilities were identified using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), a performance-based reading assessment. Students at-risk and students with learning disabilities (LD) received supplemental small-group reading instruction provided by the classroom teacher and support personnel implementing an inclusive special education program. Results indicated positive growth for ELLs, with a disproportionately large percentage of students falling into the risk range. At-risk and LD students showed steady improvement, supporting the coupling of an inclusive special education program with reading intervention in the primary grades. Teacher reports indicated that professional development should be grounded in the reality of classroom experience.
Get full access to this article
View all access options for this article.
References
1.
AdamsM.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
2.
AugustD.HakutaK. (Eds.). (1998). Educating language-minority children. Washington, DC: National Academy Press.
3.
BakerS.SmithS. (1999). Starting off on the right foot: The influence of four principles of professional development in improving literacy instructiuon in two kindergarten programs. Learning Disabilities Research and Practice, 14(4), 239–253.
4.
ChallJ.S. (2000). Socioeconomic and learning difference effects. The academic achievement challenge: What really works in the classroom?New York: The Guilford Press.
5.
DenoS.L. (1997). Whether thou goest … Perspectives on progress monitoring. In LloydJ.W.KameenuiE.J.ChardD. (Eds.), Issues in educating students with disabilities (pp. 77–99). Mahwah, NJ: Lawrence Erlbaum Associates.
6.
DicksonS.V.BursuckW.D. (1999). Implementing a model for preventing reading failure: A report from the field. Learning Disability Quarterly, 14(4), 191–202.
7.
FoegenA.EspinC.A.AllinderR.M.MarkellM.A. (2001). Translating research into practice: Preservice teachers' beliefs about curriculum-based measurement. Journal of Special Education, 34(4), 226–236.
8.
FuchsL.S. (1989). Evaluating solutions: Monitoring progress and revising intervention plans. In ShinnM.R. (Ed.), Curriculum-based measurement: Assessing special children (pp. 153–181). New York: Guilford.
9.
GándaraP. (1997). Review of the research on instruction of limited English proficient students: A report to the California legislature. Davis: University of California, Davis.
10.
GerstenR.BakerS. (2000). What we know about effective instructional practices for English-language learners. Exceptional Children, 66(4), 454–470.
11.
GerstenR.MorvantM.BrengelmanS. (1995). Close to the classroom is close to the bone: Coaching as a means to translate research into practice. Exceptional Children, 62(1), 52–66.
12.
GerstenR.VaughnS.DeshlerD.SchillerE. (1997). What we know about using research findings: Implication for improving special education practices. Journal of Learning Disabilities, 30, 466–476.
13.
GoldenbergC.GallimoreR. (1991). Changing teaching takes more than a one-shop workshop. Educational Leadership, 49(3), 69–72.
14.
GoodR.H.IIIKaminskiR.A.HillD. (2000). Ruining our predictions: Attaining successful reading outcomes for students at-risk for reading difficulties. Eugene: University of Oregon, Early Childhood Research Institute on Measuring Growth and Development.
15.
HargreavesA.FullanM. (2000). Mentoring in the new millenium. Theory into Practice, 339(1), 50–56.
16.
HiebertE.H.TaylorB.M. (2000). Beginning reading instruction: Research on early interventions. In KamilM.L.MosenthalP.B.PearsonD.P.BarrR. (Eds.), Handbook of reading researchvol. III. Mahwah, NJ: Lawrence Erlbaum Assoc.
17.
JuelC. (1988). Learning to read and write: A longitudinal study of fifty-four children from first through fourth grade. Journal of Educational Psychology, 80, 437–447.
18.
KaminskiR.GoodR.H.III (1996). Toward a technology for assessing basic early literacy skills. School Psychology Review, 25(2), 215–227.
19.
LaBergeD.SamuelsS.J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293–323.
20.
Le FevreD.RichardsonV. (1999, April). The role of facilitator in school change in reading instruction. Paper presented at the Annual Meeting of the American Educational Research Association. Montreal, QB.
21.
LipsonM.Y.WixsonK.K. (1997). Assessment and instruction of reading and writing disability: An interactive approach (2nd ed.). New York: Longman.
22.
MaloufD.B.SchillerE.P. (1995). Practice and research in special education. Exceptional Children, 61, 414–424.
23.
NaslundJ.C. (1997). Automaticity and phonemic representations: Perceptual and cognitive building blocks for reading. Reading & Writing Quarterly: Overcoming Learning Difficulties, 13, 147–164.
24.
RichardsonV. (1991). Significant and worthwhile change in teaching practice. Educational Researcher, 19(7), 10–18.
25.
SchummJ.S.VaughnS. (1995). Meaningful professional development in accommodating students with learning disabilities: Lesson learned. Remedial and Special Education, 16, 344–353.
SimmonsD.C.KameenuiE.J. (1998). What reading research tells us about children with diverse learning needs: Bases and basics. Mahwah, NJ: Lawrence Erlbaum Associates.
28.
SnowC.E.BurnsM.S.GriffinP. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
29.
StanovichK.E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360–406.
30.
SteckerP.M.FuchsL. (2000). Effecting superior achievement using curriculum-based measurement: The importance of progress monitoring. Learning Disabilities Research and Practice, 15(3), 128–134.
31.
TorgesenJ.K. (1998). Catch them before they fall: Identification and assessment to prevent reading failure in young children. American Educator, 32-39.
