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Journal of Learning Disabilities
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Improving Beginning Reading Instruction and Intervention for Students with LD

Reconciling "All" with "Each"

Michael D. Coyne

Neag School of Education, University of Connecticut

Edward J. Kame'enui

Institute for the Development of Educational Achievement in the College of Education at the University of Oregon

Deborah C. Simmons

Institute for the Development of Educational Achievement at the University of Oregon

We begin with an examination of the tensions that exist between educational efforts that target the needs of all students and efforts that target the needs of individual students with disabilities. Next, we provide reasons why, in beginning reading, a schoolwide system designed to teach all students to read can also support individualized and flexible instruction designed to teach each student to read. Finally, we describe a schoolwide beginning reading model that includes a schoolwide framework or infrastructure that supports comprehensive and coordinated reading goals, assessment, and instruction for all students integrated with ongoing progress monitoring and instructional adjustments that allow for differentiated and individualized instruction for each student, including students with disabilities.

Journal of Learning Disabilities, Vol. 37, No. 3, 231-239 (2004)
DOI: 10.1177/00222194040370030801
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