Work

Characteristics of General Education Reading Interventions Implemented in Elementary Schools for Students With Reading Difficulties

Year: 2010

Type: article

Abstract: The implementation of response to intervention requires interventions for struggling students be provided through general education prior to referral for special education. We surveyed elementary teachers (K-3) in one state to examine the characteristics of the supplemental reading interventions that their students receive through general education. Findings reveal differences between grade levels in the amount of time interventions are provided to students, the providers of the intervention, and the material selection for the interventions. No differences between grade levels were noted in the frequency of intervention or instructional group sizes. Three-quarters of the teachers reported providing the supplemental interventions to students in their class. The findings provide insight into the resources utilized by schools to implement supplemental interventions.

Source: Remedial and Special Education

DOI: 10.1177/0741932510383162

Authors: Jeanne Wanzek, Christie Cavanaugh

Institutions: Florida State University, University of North Carolina at Chapel Hill

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: green

Funders: National Institutes of Health, National Institute of Child Health and Human Development, Eunice Kennedy Shriver National Institute of Child Health and Human Development