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What Works for Beginning Readers With Individualized Education Programs? Recent Findings From a Large, Multisite Development Project

Tue, April 17, 10:35am to 12:05pm, Millennium Broadway New York Times Square, Floor: Seventh Floor, Room 7.02-7.03

Session Type: Symposium

Abstract

Despite 50 years of research, we still know little about how to teach reading to the smallest percentage of students who have the most severe difficulty learning to read. We report findings in this session from the second year of a three-year, funded project to develop and evaluate an instructional model designed to improve literacy outcomes for young children who have been labeled as learning disabled and/or have an IEP for reading instruction. We describe change from multiple perspectives, all of which come together to further our understandings about effective literacy instructional practices and the breadth and depth of reform needed when challenging personal and public expectations about teaching and learning.

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