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Critical Conceptual and Methodological Considerations in Reading Intervention Research

G. Reid Lyon, PhD, is a psychologist and chief of the Child Development and Behavior Branch of the National Institute of Child Health and Human Development within the National Institutes of Health. His current interests include learning disabilities, language development and disorders, reading intervention research, and developmental neuroimaging. Address: G. Reid Lyon, NICHD/NIH, 6100 Building, Room 4B05, 9000 Rockville Pike, Bethesda, MD 20892–7510.

Louisa C. Moats, EdD

Louisa C. Moats, EdD, is a psychologist, associate professor of pediatrics at the University of Texas Medical School, and director of teacher training for the NICHD Reading Intervention Project in Washington, DC. Her research interests are in the areas of linguistics, spelling development and disorders, and the effects of different interventions on reading and spelling difficulties.

Research designed to identify the instructional and ecological conditions that foster the development of literacy skills in children with reading disabilities reflects a complex, multivariate enterprise. In essence, such research must be able to ultimately identify the teacher characteristics and instructional components that are critical for individual children and the interrelationships among these components. The intensity and duration of instruction will differ according to the severity of deficits in either single- or multiple-component reading processes. Moreover, training in any one component may not be sufficient to produce automatic improvements in other reading skills. This article identifies a number of conceptual and methodological issues that should be considered when conducting and interpreting reading intervention research.

Journal of Learning Disabilities, Vol. 30, No. 6, 578-588 (1997)
DOI: 10.1177/002221949703000601


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