학술논문
Providing Reading Interventions for Students in Grades 4-9. Educator's Practice Guide. WWC 2022007
Document Type
Guides - Classroom - Teacher
Author
Vaughn, Sharon; Kieffer, Michael J.; McKeown, Margaret; Reed, Deborah K.; Sanchez, Michele; St. Martin, Kimberly; Wexler, Jade; Jayanthi, Madhavi; Gersten, Russell; Dimino, Joseph; Taylor, Mary Jo; Newman-Gonchar, Rebecca; Krowka, Sarah; Haymond, Kelly; Wavell, Samantha; Lyskawa, Julia; Morgan, Seth; Keating, Betsy; Yañez, Armando; What Works Clearinghouse (WWC) (ED/IES); Instructional Research Group (IRG)
Source
Subject
Language
English
Abstract
Virtually every teacher works with at least some and sometimes many, students who struggle to read on grade level. Recent research has demonstrated success in improving the reading level of students in grades 4-9 with reading difficulties. This practice guide, developed by the What Works Clearinghouse™ (WWC) in conjunction with an expert panel, distills this contemporary research into easily comprehensible and practical recommendations for educators to use when providing reading interventions. The recommendations outline evidence-based practices that can help teachers meet the needs of their students with reading difficulties. These recommendations will also help educators address the requirements of two federal laws, the Elementary and Secondary Education Act (ESEA) and the Individuals with Disabilities Education Act (IDEA), that favor the use of relevant evidence-based instructional practices relevant to students' needs. This practice guide grounds the four recommendations (multisyllabic word reading, fluency building, comprehension-building practices, and stretch texts) in high-quality evidence based on research studies focused on reading interventions. Each recommendation includes instructional practices and a short summary of the research evidence that supports the recommendation.