Journal of Learning Disabilities

 

Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Register here to gain access to SAGE's 500+ Journals Online

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by O'Connor, R. E.
Right arrow Articles by Bell, K. M.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by O'Connor, R. E.
Right arrow Articles by Bell, K. M.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati  
What's this?
Journal of Learning Disabilities, Vol. 38, No. 5, 440-455 (2005)
DOI: 10.1177/00222194050380050701

Layers of Reading Intervention in Kindergarten Through Third Grade

Changes in Teaching and Student Outcomes

Rollanda E. O'Connor

University of California at Riverside

Deborah Fulmer

University of Pittsburgh

Kristin R. Harty

St. Vincent College in Pennsylvania

Kathryn M. Bell

West Virginia University

In this study, students and their teachers participated in a layered approach to reading intervention in kindergarten through third grade that included professional development for teachers in scientifically based reading instruction, ongoing measurement of reading progress, and additional small-group or individual instruction for students whose progress was insufficient to maintain grade-level reading achievement. Reading outcomes were compared with historical control groups of students in the same schools. The findings revealed overall improvements in reading, improved reading for students who began the study in high-risk categories, and decreases in the incidence of reading disability at the end of third grade. Implications for scaling up are discussed.


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati    What's this?


This article has been cited by other articles:


Home page
 J Learn DisabilHome page
D. C. Simmons, M. D. Coyne, O.-m. Kwok, S. McDonagh, B. A. Harn, and E. J. Kame'enui
Indexing Response to Intervention: A Longitudinal Study of Reading Risk From Kindergarten Through Third Grade
J Learn Disabil, April 1, 2008; 41(2): 158 - 173.
[Abstract] [PDF]