Reading comprehension is contingent upon the integration of various reading skills, including word reading, reading fluency, and comprehension strategies. Students who encounter challenges in both word reading and reading comprehension present an opportunity for growth across multiple reading-related domains. Recent intervention data, as…

This authoritative text and PreK-12 teacher resource is now in a substantially revised seventh edition with 80% new material, foregrounding advances in inclusive, equitable instruction. Teachers are guided through every major component of reading, as well as assessment, motivation, teaching bilingual learners, strengthening connections with…

Most people have struggled with reading in one situation or another, depending on their appreciation for the content, their prior experiences, and the texts. This department column shares ways for educators to help literacy learners unlock their potential with instruction anchored in their skills, knowledge, ways of learning, interests, and…

"Special Education for Young Learners with Disabilities" brings together leaders in the field of young children with disabilities, to present their ideas and research on different disability topics. Beginning with an introduction to the topic, the remaining chapters include discussions on learning disabilities, emotional and behavioral…

The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral…

"School-Age Language Intervention: Evidence-based Practices" explains how to teach the language and literacy skills, strategies, and underlying processes needed for educational success. This book brings together an array of experts to provide the latest practical and evidence-based guidance to school speech-language pathologists.…

Many tens of thousands of preservice and inservice teachers have relied on this highly regarded text from leading experts, now in a revised and updated sixth edition. The latest knowledge about literacy teaching and learning is distilled into flexible strategies for helping all PreK-12 learners succeed. The book addresses major components of…

Two studies examined response to varying amounts of time in reading intervention for two cohorts of first-grade students demonstrating low levels of reading after previous intervention. Students were assigned to one of three groups that received (a) a single dose of intervention, (b) a double dose of intervention, or (c) no intervention.…

Suggestions are made for helping learning disabled students correct reversal errors. Activities include tracing over words, using a pencil or finger to keep the eyes moving toward the right, and underlining frequently reversed words. (CL)

This document updates "Accommodations: Assisting Students with Disabilities. A Guide for Educators," published by the Florida Department of Education (FDOE) in 2003. This document is written to assist school district personnel and parents when making decisions about the use of accommodations by students with disabilities in instructional…

Evidence regarding the centrality of word recognition to the reading process is considered, based on a review of research on beginning reading from 15 secondary sources. The research includes diverse learners who are low performers, learning or reading disabled, remedial readers, high achievers, culturally disadvantaged, language delayed, and…

A systematic analysis of the references to "scientifically based research" (SBR) and closely related terms, such as "peer-reviewed research" (PRR), in the Individuals with Disabilities Education Act (IDEA) legislation, regulations, commentary, and case law reveal that SBR and its primary variants apply largely to state support…

A visual/spatial nonverbal approach to sentence development for the reading and learning disabled uses pictures, model sentence configurations, and function words. Students are encouraged to contribute their own written language that conforms to the model. Visual and sentence clues provide input to the right brain, encouraging language learning.…

A step-by-step plan is presented for teaching a mnemonic strategy that students with and without learning disabilities can use to improve word recognition skills. The SCUBA-D strategy involves (1) Sounding it out, (2) Checking sentence clues; (3) Using main idea and picture clues, (4) Breaking words into parts, (5) Asking for help, and (6) Diving…

This research review on basic reading skills begins with an historical perspective on reading methods, followed by an overview of reading instruction methods for the general population. Research findings are presented on several instructional methods, including phonetic, linguistic, artificial orthography, basal reading, and language experience…