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Direct linkMatthias Grünke; Janina Kahn-Horwitz; Marlene Saban; Anne Barwasser – International Journal for Research in Learning Disabilities, 2024
Reading comprehension is a fundamental and indispensable skill for academic achievement and daily functioning. Sadly, a significant number of children and youth, particularly those diagnosed with learning disabilities (LD), encounter difficulties in acquiring this vital capability. Thankfully, several well-established approaches exist to offer…
Descriptors: Grade 5, Students with Disabilities, Learning Disabilities, Elementary School Students
Cook, Pamela; Rodes, Deborah R.; Lipsitz, Kay L. – Learning Disabilities: A Multidisciplinary Journal, 2017
Reading Recovery, a meaning-based reading program designed for young children at risk of reading failure, is widely implemented across the United States. We discuss the recent Reading Recovery $45 million four-year i3-funded scaleup study that was designed to "cover the expansion of Reading Recovery around the U.S." (May, Sirinides,…
Descriptors: Reading Instruction, Early Intervention, Special Education, Learning Disabilities
Tuckwiller, Elizabeth D.; Pullen, Paige C.; Coyne, Michael D. – Learning Disabilities Research & Practice, 2010
The purpose of this article was twofold: (1) to explore the feasibility of the regression discontinuity design (RDD) in response-to-intervention implementation research and (2) to expand upon the limited research on vocabulary instruction for kindergarten students who are at risk for reading failure due to limited vocabularies. This pilot study…
Descriptors: Reading Difficulties, Research Design, Intervention, Learning Disabilities
Tucker, Christine N. – ProQuest LLC, 2010
Many schools in the United States use the IQ-achievement discrepancy method to identify children with learning disabilities (a significant split between their intelligence and their achievement skills). Unfortunately struggling students who are not identified by this method remain in the regular education setting with no additional supports and…
Descriptors: Reading Difficulties, At Risk Students, Social Change, Grade 4
Musti-Rao, Shobana; Hawkins, Renee O.; Barkley, Elizabeth A. – Preventing School Failure, 2009
Oral reading fluency, which includes the effortless and smooth oral production of text, is an essential part of deriving meaning from text. Fluency is a particularly important skill in upper elementary school grades when students are exposed to higher level reading materials. The authors evaluated the effects of a repeated readings intervention…
Descriptors: Reading Materials, Intervention, Reading Fluency, Reading Failure
Download full textMcIntyre, Laureen; Protz, Susan; McQuarrie, Lynn – Developmental Disabilities Bulletin, 2008
The purpose of this study was to determine if phonemic awareness skills improved for first grade students classified as at-risk whose teachers used the Lindamood Phoneme Sequencing Program (LiPS; Lindamood & Lindamood, 1998). Students' scores on a Kindergarten screening tool (Learning Disabilities Working Committee-LDWC, 2005) were compared to…
Descriptors: Phonemics, Learning Disabilities, Reading Failure, Phonemic Awareness
