An Evaluation of the Theoretical Frameworks That Drive Reading Comprehension Interventions at the Tier 2 and 3 Levels: A Review of Research

• In Event: 46.087 - Poster Session 8
  In Poster Session: 46.087-8 - Special Education Research SIG: Academic Interventions and Outcomes

Abstract

In recognition of the gap between students’ reading abilities and learning demands, researchers in the area of adolescent literacy have begun to stress the need to support struggling adolescent readers in content areas. Targeting specific reading disability subtypes with specific interventions is key to determining effective remediation techniques. The purpose of this systematic review was to determine the extent to which current research supports the process of matching intervention to reader deficits. Findings indicate researchers are not thoroughly communicating the degree to which interventions are designed around theories of reading comprehension and interventions are not matched to specific reader deficit. We suggest a four-step model to support the process of designing, testing, and implementing reading comprehension interventions.

Authors

• Chelsea Cameron, The Pennsylvania State University - University Park

• Lauren Foxworth, SUNY Old Westbury

• Peggy N. Van Meter, The Pennsylvania State University