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Early interventions are designed to help students before they begin to fail. Knowing which students are at risk for reading difficulty, and knowing what to do for those students are the first steps in providing effective early intervention. Find out how to use this knowledge to help prevent reading problems for struggling readers.
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By: Sally E. Shaywitz (2004)
Find out how the specific signs of dyslexia, both weaknesses and strengths, in any one individual will vary according to the age and educational level of that person.
By: Sally E. Shaywitz (2004)
Learn about the specific signs of dyslexia in early childhood. Both weaknesses and strengths, in any one individual will vary according to the age and educational level of that person.
By: American Federation of Teachers (2004)
A look at three pivotal longitudinal studies that clearly show: Late bloomers are rare; skill deficits are almost always what prevent children from blooming as readers.
By: American Federation of Teachers (2004)
Early intervention works. Because it is also expensive, it’s important to be able to identify the kids who are most at risk of reading failure. Thanks to a new generation of screening assessments, we can identify these students as early as kindergarten—and then invest in interventions for them.
By: Suzanne Carreker (2004)
This article describes the most common characterists of dyslexia and other learning disorders, and what you can do if you suspect your child has a problem.
By: Lisa Trei (2003)
For the first time, researchers have shown that the brains of dyslexic children can be rewired -- after undergoing intensive remediation training -- to function more like those found in normal readers.
By: Jessica Blom-Hoffman, Julie F. Dwyer, Angela T. Clarke, and Thomas J. Power (2002)
Learn how school psychologists can partner with reading specialists and classroom teachers to evaluate the benefits of early intervention reading programs in their districts.
By: Steven Graham, Karen R. Harris, and Lynn Larsen (2001)
By: Head Start Information and Publication Center (2001)
Head Start is a Federal program for preschool children from low-income families. The Head Start program is operated by local non-profit organizations in almost every county in the country.
By: Debra Johnson and Angela Rudolph (2001)
This article takes the approach that if we avoid school failure in the first place, there might be less of a reason to consider retention. Specific “strategies” are described, including: intensifying learning, providing professional development to assure skilled teachers, expanding learning options, assessing students in a manner to assist teachers, and intervening in time to arrest poor performance.
By: G. Reid Lyon (2000)
Children may struggle with reading for a variety of reasons. This article provides an overview of these reasons, including limited experience with books, speech and hearing problems, and low phonemic awareness.
By: Susan Burns, Peg Griffin, and Catherine Snow (1999)
Hispanic students in the United States are at especially high risk of reading difficulties. Despite progress over the past 15 to 20 years, they are about twice as likely as non-Hispanic whites to read well below average for their age.
By: Susan Burns, Peg Griffin, and Catherine Snow (1999)
Knowing which children are more likely to be at risk for reading problems allows for early intervention to prevent the majority of these problems from developing. Learn what group and individual factors make certain children at risk.
- For older articles, see the Intervention and Prevention Archives >
