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Extensive Reading Interventions in Grades K-3: From Research to Practice

Scammacca, N.; Vaughn, S.; Roberts, G.; Wanzek, J.; Torgesen, J. K.
Abstract:
This report summarizes 12 research studies on the effectiveness of early literacy instruction for struggling readers. The programs reviewed included Early Steps, Sound Partners, Thinking Partners, Proactive Reading, Responsive Reading, Lindamood Auditory Discrimination in Depth Program, Reading Mastery, Corrective Reading, and Partners in Reading. Specific suggestions for implementing the finding are discussed. Results indicated that extensive interventions can be effective when they are well structured, delivered in small groups, and appropriate training is provided. All of the effective early interventions featured: training in phonological awareness, decoding, and word study; guided and independent reading of increasingly difficult texts; writing exercises; and engaging students in practicing comprehension strategies. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2007
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading Mastery, Corrective Reading, implementation, phonological awareness, decoding
Source:
Portsmouth, NH: RMC Research Corporation, Center on Instruction
Design type:
Literature review
Fidelity monitored:
No
Students included:
Elementary students, kindergarten students, at-risk students, struggling readers, students with learning disabilities, general education student
Other tags:
Reading, phonological awareness, decoding, writing, comprehension, response to intervention (RTI) models, implementation, Early Steps, Sound Partners, Thinking Partners, Proactive Reading, Responsive Reading, Lindamood Auditory Discrimination in Depth Program, Reading Mastery, Corrective Reading, Partners in Reading

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