This article describes the implementation of small-group reading instruction as secondary- and tertiary-level components of a three-tier model of prevention and intervention. The study consisted of 83 students who were targeted in the winter of kindergarten as being at high risk for reading failure. Intervention consisted of evidence-based…

The article summarizes a series of articles concerning acquired cerebral trauma. Reviewed are technological advances, treatment, assessment, potential innovative therapies, long-term outcome, family impact of chronic brain injury, and prevention. (DB)

Since current instructional, environmental, medical, and neuropsychological interventions do not yield predictable benefits for learning disabled children, there is a need for naturalistic research on the prevention and correction of learning disabilities and learner differences. School personnel should focus on program development, evaluation,…

Assessment of 486 first-quarter first graders identified 99 children as being at risk for reading difficulties, half of whom then received a phonological processing intervention. Results support the early identification of children at risk for reading difficulties and the effectiveness of the phonological processing intervention. (DB)