There is emerging consensus on some overall parameters of effective intervention for children and youth who struggle with reading development, but relatively little insight into why some children respond readily and others show less response. Like reading itself, intervention outcomes are multidimensional, and our ability to measure decoding, word reading, and spelling progress is far superior to our capacity to assess changes in vocabulary, fluency, and reading comprehension. We know that it is easier to intervene earlier, but we do not fully understand the limits and the reasons why later reading intervention is so difficult.
ASSESSMENT: Examine issues related to the assessment of dyslexia and how assessment results can inform the selection of academic interventions.
READING, SKILLS, & STRATEGIES: Examine the effect of age and method of instruction on the development of early literacy.
RESEARCH: Examine research findings and implications for practice relevant to students with dyslexia and other language learning disabilities.
TEACHING/INSTRUCTION/INTERVENTION: Examine the conditions under which teachers can learn and apply understandings of language and literacy to more effective instruction of “at risk” students.
Disclosure: Maureen W. Lovett, Donald L. Compton, Laura Steacy, and Robin D. Morris have no relevant financial or nonfinancial relationships to disclose.