scholarly journals Technology-based reading intervention programs for elementary grades: An analytical review

2019 ◽  
Vol 128 ◽  
pp. 427-451 ◽  
Author(s):  
Hossein Jamshidifarsani ◽  
Samir Garbaya ◽  
Theodore Lim ◽  
Pierre Blazevic ◽  
James M. Ritchie
Keyword(s):  
Reading Intervention ◽  
Intervention Programs ◽  
Elementary Grades ◽  
Analytical Review

Selecting a Reading Intervention Program for Struggling Readers: A Case Study of an Urban District

2018 ◽  
Vol 27 (3) ◽  
pp. 234-252
Author(s):  
Kathryn C. Auletto ◽  
Mary-Kate Sableski
Keyword(s):  
Reading Instruction ◽  
Struggling Readers ◽  
Reading Intervention ◽  
Intervention Program ◽  
Research Question ◽  
Intervention Programs ◽  
Primary Data ◽  
Urban District ◽  
Reading Intervention Program ◽  
Long Term Impact

Reading intervention programs provide the foundation for the educational success of students, especially those who are considered struggling readers. States across the country recently implemented legislation related to reading achievement, in which districts are required to provide specific literacy interventions to struggling readers in order to prevent retention. The choice in reading instructional programs has long-term impact on the future of students, as it is these programs that determine the need for retention in response to this legislation. This research study examines the factors that affect the decision of an urban district in selecting a reading intervention program to support struggling readers. The primary data sources include interviews and observations of two teachers who have chosen different reading intervention programs within the district. This study provides insights into schools currently affected by this policy and how they are choosing to respond to the new demands. The research question is: What factors influence an urban school district's decision about specific reading instruction programs for struggling readers in response to state legislation requirements?

scholarly journals Separating the Different Domains of Reading Intervention Programs

SAGE Open ◽  
2016 ◽  
Vol 6 (2) ◽  
pp. 215824401663911 ◽  
Author(s):  
Tzipi Horowitz-Kraus ◽  
Sarah Finucane
Keyword(s):  
Reading Intervention ◽  
Intervention Programs

Strategy Instruction to Support Struggling Readers in Comprehending Expository Main Ideas

2020 ◽  
Vol 56 (2) ◽  
pp. 74-83
Author(s):  
Carol Sue Englert ◽  
Troy V. Mariage
Keyword(s):  
Struggling Readers ◽  
Reading Intervention ◽  
Strategy Instruction ◽  
Expository Texts ◽  
Elementary Grades ◽  
Teaching Process ◽  
Comprehension Strategy ◽  
Question Prompts ◽  
Thinking Process ◽  
Main Ideas

This article describes a comprehension strategy that can be used by teachers to help students identify and construct the main ideas for expository texts. The BURNS Strategy (i.e., Box. Underline. Reread. Note. Summarize.) was developed as part of a larger reading intervention to improve the comprehension performance of struggling readers in the elementary grades. The BURNS strategy was designed to incorporate thinking scaffolds and question prompts to guide students through a thinking process that might help them construct the main ideas. This article reports on the teaching process and instructional scaffolds used in the intervention, and discusses implications for teaching main ideas in the intervention setting.

scholarly journals Relative Effectiveness of Reading Intervention Programs for Adults With Low Literacy

2011 ◽  
Vol 4 (2) ◽  
pp. 118-133 ◽  
Author(s):  
John P. Sabatini ◽  
Jane Shore ◽  
Steven Holtzman ◽  
Hollis S. Scarborough
Keyword(s):  
Reading Intervention ◽  
Relative Effectiveness ◽  
Intervention Programs ◽  
Low Literacy

An analysis of Two Reading Intervention Programs

2014 ◽  
Vol 114 (4) ◽  
pp. 479-500 ◽  
Author(s):  
Maria S. Murray ◽  
Kristen A. Munger ◽  
Elfrieda H. Hiebert
Keyword(s):  
Reading Intervention ◽  
Intervention Programs

Developmental dyslexia

2007 ◽  
pp. 666-684 ◽  
Author(s):  
Margaret J. Snowling ◽  
Markéta Caravolas
Keyword(s):  
Reading Intervention ◽  
Visual Processing ◽  
Auditory Processing ◽  
Normal Development ◽  
Literacy Skills ◽  
Written Language ◽  
Intervention Programs ◽  
Learning To Read ◽  
Effective Interventions ◽  
Definition Of

In spite of the complexities of written language systems, the majority of children learn to read easily. However, a minority have difficulty acquiring literacy skills even though they master other tasks well. These children are sometimes described as dyslexic. This article presents current scientific understanding of dyslexia from a developmental perspective. First, it considers the definition of dyslexia in behavioural terms and, with the normal development of literacy as a framework, discusses how its manifestation differs according to the language in which the child is learning to read. The article then examines cognitive explanations of dyslexia and evidence concerning sensory, biological, and environmental factors in its aetiology; behavioural manifestations of dyslexia (dyslexia in English, dyslexia in consistent orthographies, dyslexia in Chinese); theories of dyslexia (cognitive theories, automatization deficit hypothesis, auditory processing impairments, visual processing deficits, speech perception); and reading intervention programs. It concludes by looking at how theoretical advances in the field of dyslexia provide the rationale for effective interventions.

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