TITLE

Sharon Vaughn: The State of Reading Research and Instruction for Struggling Readers

AUTHOR(S)
Anderson, Diane
PUB. DATE
January 2006
SOURCE
Intervention in School & Clinic;Jan2006, Vol. 41 Issue 3, p169
SOURCE TYPE
Academic Journal
DOC. TYPE
Interview
ABSTRACT
This article presents an interview with Sharon Vaughn, director of the Vaughn Gross Center for Reading and Language Arts. Commenting on the state of reading instruction for struggling readers, Vaughn states that a lot of progress has been made in the last 2 to 3 decades. However, knowledge about reading instruction for students who are most at need, some of whom are English language learners and many of whom are individuals with disabilities, requires additional research and understanding. When English language learners who are at risk for reading problems are provided intervention that matches the language of their core reading instruction, when they are provided specific and explicit instruction that maps onto their instructional needs, that they make progress that is the equivalent to, if not exceeding, the progress of monolingual English students. It is further stated that initially, when students with disabilities were provided special education, they were provided instruction small groups, by highly certified and well-trained teachers.
ACCESSION #
19121504

 

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