A substantial number of students read significantly below grade level, and students with disabilities perform far below their non-disabled peers. Reading achievement data indicate that many students with and at-risk for reading disabilities require more intensive reading interventions. This chapter utilizes the theoretical model of the Simple View of Reading to describe the benefit of early reading instruction, targeting both word reading and word meaning. In addition, evidence is presented supporting the use of word meaning instruction to improve accurate and efficient word reading for students who have failed to respond to explicit decoding instruction.
Austin, C.R. and Vaughn, S. (2019), "Reading Interventions for Young Learners with Reading Difficulties and Disabilities: The Role of Word Reading and Word Meaning", Special Education for Young Learners with Disabilities (Advances in Special Education, Vol. 34), Emerald Publishing Limited, pp. 15-37. https://doi.org/10.1108/S0270-401320190000034002Download as .RIS
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