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Interventions aimed at improving reading success: an evidence-based approach
Barbara R Foorman1, Joshua I Breier, Jack M Fletcher
1Department of Pediatrics and Center for Academic Reading Skills, The University of Texas-Houston Health Science Center, 77030, USA. Barbara.R.Foorman@uth.tmc.edu
Developmental Neuropsychology
|October 17, 2003
Summary
Effective reading instruction requires explicit teaching of the alphabetic principle, reading for meaning, and ample learning opportunities. Early intervention in kindergarten through 2nd grade is most effective for preventing reading difficulties.
Area of Science:
- Education
- Psychology
- Linguistics
Background:
- Effective reading instruction is crucial for academic success.
- Research highlights key components of successful reading programs.
- Early identification and intervention are vital for preventing reading difficulties.
Observation:
- A consensus exists on essential elements for effective reading instruction.
- These elements include explicit instruction in the alphabetic principle, reading for meaning, and opportunities to learn.
- These components are found in both preventative classroom instruction and targeted interventions.
Findings:
- Effective reading interventions are most impactful when provided early, ideally between kindergarten and 2nd grade.
- Interventions require sufficient intensity, duration, and supportive structures to ensure no child is left behind.
- The study supports a proactive approach to reading education over remediation after 3rd grade.
Implications:
- Policy should address how learning disabilities are identified.
- Professional development for teachers needs to incorporate evidence-based reading instruction practices.
- Early, intensive, and supportive reading interventions are recommended for all students.