TITLE

Response to Intervention as a Vehicle for Distinguishing Between Children With and Without Reading Disabilities: Evidence for the Role of Kindergarten and First-Grade Interventions

AUTHOR(S)
Vellutino, Frank R.; Scanlon, Donna M.; Small, Sheila; Fanuele, Diane P.
PUB. DATE
March 2006
SOURCE
Journal of Learning Disabilities;Mar/Apr2006, Vol. 39 Issue 2, p157
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Children at risk for early reading difficulties were identified on entry into kindergarten, and half of these children received small-group intervention two to three times a week during their kindergarten year. The other half received whatever remedial assistance was offered by their home schools. These children were again assessed at the beginning of first grade, and those who continued to have difficulties in reading received either one-to-one daily tutoring offered by project teachers from the beginning to the end of first grade or whatever remedial assistance was offered by their home schools over the same time period. All target children were periodically assessed through the end of third grade. Results suggest that either kindergarten intervention alone or kindergarten intervention combined with first-grade intervention are both useful vehicles for preventing early and long-term reading difficulties in most at-risk children.
ACCESSION #
19887449

 

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