Early Reading Intervention in Inclusive Classrooms: A Study of Malleable Factors in Early Reading Development

• In Event: Poster Session 2: Teaching Strategies for Early/Elementary Readers and Writers

Abstract

This paper describes preliminary findings relative to the development of a systemic approach to improving students’ reading outcomes. This project has two overarching aims. The first is to develop general and special education teachers’ knowledge of dyslexia screening, reading interventions, dynamic RTI processes (D-RTI), teacher professional development on the science of reading and co-teaching by way of intensive summer institutes, coaching, and leadership development paired with ongoing student monitoring in the D-RTI model. The second aim is to examine how teachers’ understandings and perspectives of inclusive teaching practices, particularly co-teaching models, determine which early reading instruction practices and interventions best support grade-level outcomes in schools that enroll students from racially and culturally non-dominant communities.

Authors

• Danielle Gervais Sodani, American University

• Sarah Irvine Belson, American University

• Anne Murphy Karabell, American University