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)

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