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Intensive Interventions in Reading for Students with Reading Disabilities: Meaningful Impacts
Sharon Vaughn1, Jeanne Wanzek2
1The University of Texas at Austin.
Summary
Students with reading disabilities need intensive interventions. Current data show slow progress and ineffective instruction, highlighting the need for systemic changes in educational practices for improved reading outcomes.
Area of Science:
- Education
- Special Education
- Literacy Research
Background:
- Students with disabilities often lag in reading achievement compared to peers.
- Current reading instruction for students with reading disabilities may include excessive low-level tasks.
- There is a need to re-evaluate instructional strategies for students with reading disabilities.
Purpose of the Study:
- To build a rationale for intensive interventions for students with pervasive reading disabilities.
- To synthesize data from multiple sources to support the necessity of intensive support.
- To advocate for changes in educational contexts and practices.
Main Methods:
- Analysis of longitudinal reading achievement data for students with disabilities.
- Observation studies of reading instruction in general and special education classrooms.
- Review of findings from intensive intervention studies for reading disabilities.
Main Results:
- Students with disabilities demonstrate slower reading progress than their non-disabled peers.
- Reading instruction for students with reading disabilities often involves a high proportion of low-level tasks.
- Intensive intervention studies show positive impacts for students with reading disabilities.
Conclusions:
- Intensive interventions are necessary for students with pervasive reading disabilities.
- Schools must adapt contexts and practices to implement effective, ongoing intensive interventions.
- Systemic changes are required to meet the needs of students with reading disabilities.
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