Many parents of kindergartners and first graders at-risk for reading disabilities make this mistake: They hastily challenge their school’s decision to use Reading Recovery to teach their child to read. Their reasoning is simple: Reading Recovery doesn’t work; the research shows it doesn’t work; lawyers and other experts say so. And if they challenge Reading Recovery in court, they’ll win because the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) requires schools to use “peer-reviewed research to the extent practicable” (§300.320). Read more...
Allington, Dyslexia, dyslexic, dyslexics, intervention, Learning Disabilities, learning disability, Parenting, Reading Disabilities, reading disability, reading intervention, Reading Materials, reading problem, reading problems, Reading Recovery, reading remediation, remedial reading, remediation, Richard Allington, struggling reader, Struggling Readers, tutor, tutoring, Wrightslaw
Recently, Wrightslaw challenged the effectiveness of Reading Recovery, a widely used tutoring program for first graders who struggle with reading. Dr. Melissa Farrall, author of the challenge, correctly reported that “an international group of experts and researchers in reading development and intervention [found]… little evidence that Reading Recovery is effective.”
In her challenge, Dr. Farrall also asserted that Read more...
- “The scientific community … rejected [Reading Recovery’s] theoretical underpinnings.
- “Reading Recovery is ineffective with poor readers.
- “Reading Recovery does not outperform other methodologies that require less expense and less training.
- “Students [tutored by Reading Recovery] do not generalize and maintain their skills.”
Dyslexia, dyslexic, dyslexics, intervention, Learning Disabilities, learning disability, Parenting, Reading Disabilities, reading disability, reading intervention, Reading Materials, reading problem, reading problems, Reading Recovery, reading remediation, remedial reading, remediation, struggling reader, Struggling Readers, tutoring, Wrightslaw
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: Read more...
- 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.
computer-assisted instruction, cooperative learning, decoding, Dyslexia, dyslexic, dyslexics, Learning Disabilities, learning disability, phonic, phonic program, phonics, phonics instruction, phonics program, phonics programs, Reading Disabilities, reading disability, reading intervention, reading problem, reading problems, reading remediation, reading research, remedial reading, remediation, research, struggling learner, struggling learners, struggling reader, Struggling Readers, tutor, tutoring
