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Reading for special needs has become an area of interest as the understanding of reading has improved. Teaching children with special needs how to read was not historically pursued under the assumption of the reading readiness model [1] that a reader must learn to read in a hierarchical manner such that one skill must be mastered before learning the next skill (e.g. a child might be expected ...
Concept-Oriented Reading Instruction (CORI) was developed in 1993 by Dr. John T. Guthrie with a team of elementary teachers and graduate students. The project designed and implemented a framework of conceptually oriented reading instruction to improve students' amount and breadth of reading, intrinsic motivations for reading, and strategies of search and comprehension.
Book Buddies is a program for providing one-on-one reading interventions for struggling elementary school students. Recognizing the positive effects of individualized instruction and the fiscal limitations for schools to provide this, Dr. Invernizzi set out to devise a program that would benefit students without burdening the schools. [ 8 ]
READ 180 was founded in 1985 by Ted Hasselbring and members of the Cognition and Technology Group at Vanderbilt University.With a grant from the United States Department of Education’s Office of Special Education, Dr. Hasselbring developed software that used student performance data to individualize and differentiate the path of computerized reading instruction. [3]
Standardized universal screeners and regular progress monitoring assessments are used to evaluate students' proficiency in core knowledge and skills (e.g., reading, mathematics), as well as determine any necessary modifications to the instruction or appropriate interventions for those appearing as below grade level.
In 2015, Fuchs and her colleagues were awarded the International Literacy Association’s Albert J. Harris Research Award for their paper "“Efficacy of a first-grade responsiveness-to-intervention prevention model for struggling readers" published in Reading Research Quarterly.
Reading fluency: critical issues for struggling readers. In S.J. Samuels and A. Farstrup (Eds.). Reading fluency: The forgotten dimension of reading success. Newark, DE: International Reading Association; King, R. & Torgesen, J.K. (2006). Improving the effectiveness of reading instruction in one elementary school: A description of the process.
(2002) Reading for Academic Success: Powerful Strategies for Struggling, Average, and Advanced Readers, Grades 7-12 with Harvey F. Silver, Matthew J. Perini and Gregory M. Tuculescu. (2001) Teaching What Matters Most: Standards and Strategies for Raising Student Achievement with Harvey F. Silver and Matthew J. Perini.