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Direct linkMarianne Rice; Florina Erbeli; Kausalai Wijekumar – Intervention in School and Clinic, 2024
Phonemic awareness is a key building block for later reading and spelling development. Students at risk for reading difficulties may have difficulties with phonemic awareness and need additional instruction or intervention to develop these skills. This column discusses evidence-based phonemic awareness instruction and the implementation of…
Descriptors: Phonemic Awareness, Evidence Based Practice, Reading Difficulties, Intervention
Amendum, Steven J.; Conradi, Kristin; Pendleton, Melissa J. – Intervention in School and Clinic, 2016
This article is designed to help teachers interpret reading assessment data from DIBELS beyond individual subtests to better support their students' needs. While it is important to understand the individual subtest measures, it is more vital to understand how each fits into the larger picture of reading development. The underlying construct of…
Descriptors: Reading Tests, Data Interpretation, Student Needs, Elementary School Students
Rubin, Daniel Ian – Intervention in School and Clinic, 2016
The process of learning to read is difficult for many children, and this is especially true for students with learning disabilities (LD). Reading in English becomes even more difficult when a student's home language is not English. For English language learner (ELL) students with LD, acquiring the necessary skills to read fluently is an even…
Descriptors: Oral Reading, Reading Fluency, English Language Learners, Learning Disabilities
Sayeski, Kristin L. – Intervention in School and Clinic, 2011
Difficulty with spelling is a perennial challenge for students with learning disabilities. Several decades of research, however, have identified both fundamental linguistic concepts and instructional approaches that, when understood by a teacher, can be applied to teach students with learning disabilities to spell. In this article, a brief history…
Descriptors: Spelling, Learning Disabilities, Spelling Instruction, Teaching Methods
Murray, Bruce A.; Steinen, Nancy – Intervention in School and Clinic, 2011
Spelling is a subject that often opens a chasm between "haves" and "have-nots". Students with spelling power, the haves, pick up new spellings almost effortlessly, acing their spelling tests after a few minutes of review. In contrast, the have-nots may painstakingly copy out each word 10 times the night before the test and still fail the test the…
Descriptors: Reading Difficulties, Spelling, Learning Disabilities, Word Recognition
Wilkins, Julia; Ratajczak, Amy – Intervention in School and Clinic, 2009
This article outlines practical techniques for developing literacy skills in users of high-tech speech-generating augmentative and alternative communication (AAC) devices. The recommended strategies are intended for general classroom teachers who teach literacy skills to students with typical speech. Many students who use high-tech AAC devices…
Descriptors: Augmentative and Alternative Communication, Assistive Technology, Literacy, Intermode Differences
Boyle, Joseph R. – Intervention in School and Clinic, 2008
Teaching children with mild disabilities to read can be a challenging task for even the most seasoned teacher. In order to be successful, teachers need to be knowledgeable about the big five of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension (National Reading Panel, 2000). While the ultimate goal of reading is…
Descriptors: Phonics, Mild Disabilities, Reading Strategies, Phonemic Awareness
Peer reviewedChard, David J.; Dickson, Shirley V. – Intervention in School and Clinic, 1999
Defines phonological awareness and discusses historical and contemporary research findings regarding its relation to early reading. Common misconceptions are addressed, and research-based guidelines for teaching phonological awareness and phonemic awareness to all children are described. (Author/CR)
Descriptors: Beginning Reading, Early Intervention, Elementary Education, Evaluation Methods
