Intentionally Constructing Educational Possibilities: How Intensive Is Enough in Reading Interventions?

• In Event: Friday Roundtable Session 4:55 pm
  In Roundtable Session: Literacy Instruction Innovation in Special Education (Table 21)

iPresentation URL: https://aera24-aera.ipostersessions.com/Default.aspx?s=5C-36-C5-E6-28-E1-CF-A2-01-A9-73-68-D2-6B-5A-D5

Abstract

This paper examines the implementation of a high-intensity tutoring program in reading for K-2 students who have been identified as in need of intervention in two historically resilient school communities. We seek to understand how the dosage of tutoring – namely how often, for how long, and including what ingredients – results in the best experiences for students in terms of early reading and language development.

Authors

• Sarah Irvine Belson, American University

• Rida Hameed, American University

• Danielle Gervais Sodani, American University

• David Murray, American University