Reading & Other Learning Disabilities

Children with reading disabilities and other learning disabilities need intensive instruction. Usually, this statement generates little or no controversy. The definition of intensive, however, does. Recently, Robert E. Slavin and his colleagues (2009) critically evaluated the relevant research on the effectiveness of programs for struggling readers. Their key findings should help to define the word intensive:

• One-to-one tutoring works. Teachers are more effective as tutors than paraprofessionals or volunteers, and an emphasis on phonics greatly improves tutoring outcomes.
• Although one-to-one phonetic tutoring for first graders is highly effective, effects last into the upper elementary grades only if classroom interventions continue past first grade.
• Small group tutorials can be effective, but are not as effective as one-to-one instruction by teachers or paraprofessionals. 
• Classroom instructional process approaches, especially cooperative learning and structured phonetic models, have strong effects for low achievers (as well as other students). (Slavin et al., pp. 113-114)
• Traditional computer-assisted instruction programs have little impact on reading.

Helpful but Insufficient

If your child has serious reading problems, knowing this information is helpful, but insufficient. It’s only sufficient if you work with your child’s school and support staff to develop, implement, and monitor a program built around these findings. If your child is in special education, make sure that his Individualized Education Program (IEP) reflects these findings. If school personnel are unaware of Slavin’s findings, it might be a good idea to give them a copy of the report.

Comments about the Findings

To put the findings into perspective, consider these comments. First, phonics is generally important, especially if a child with reading disabilities has difficulty recognizing words. If, however, your child’s word recognition abilities are strong—he quickly and accurately recognizes words at grade level and knows how to apply phonics—but he struggles to accurately comprehend what he reads, instruction should not stress phonics. Instead, it should probably emphasize language, including listening vocabulary, and reading comprehension strategies. Second, to know what should be stressed and how it should be taught, your child’s reading should be evaluated by a reading specialist. Third, intensive instruction usually means extra daily instruction of meaningful length (e.g., 50 minutes) that’s coordinated with regular classroom instruction. And fourth, no matter the research, always monitor your child’s progress. What if, for example, your child gets one-to-one tutoring for 45 minutes daily, but the certified teacher is a poor tutor? For further information about monitoring your child’s progress, you may want to read Monitoring your child’s IEP: A focus on reading or chapter 7 of Reading Disabilities: Beating the Odds.

References

Margolis, H., & Alber-Morgan, S. (2007). Monitoring your child’s IEP: A focus on reading. Insights on Learning Disabilities, 4(2), 1-26. (Can be downloaded for free from www.reading2008.com).

Margolis, H., & Brannigan, G. G. (2009). Reading Disabilities: Beating the Odds. Voorhees, NJ: Reading2008. (www.reading2008.com)

Slavin, R. E., Lake, C., Davis, S., & Madden, N. A. (2009). Effective Programs for Struggling Readers: A Best-Evidence Synthesis. Baltimore, MD:  Johns Hopkins University School of Education’s Center for Data-Driven Reform in Education (CDDRE). Retrieved 12/2/09, from http://www.bestevidence.org.

HM © Reading2008 & Beyond