Tag Archive for 'primary'

Does RtI reduce numbers of children in special education?

In an article slated to appear in Remedial and Special Education, Jeanne Wanzek and Sharon Vaughn reported that widely popular three-tiered approach to addressing did not significantly reduce the number and percentage of students identified for special education across seven elementary schools. Their study, which is limited to the response to instruction or intervention in the primary and early elementary grades and focused primarily on academic intervention, revealed no significant reduction in identification of children as having Learning Disabilities, even though this group would be the most likely to benefit from such prevention efforts. Similarly, there were no differences in the proportion of students identified for special education according to ethnic background.
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Finding out about a child’s dyslexia

Over on a Psychology Today blog, Robert Langston has a post about recognizing dyslexia early. He’s putting it through the filter of his own personal experience with dyslexia and the filter of a parent discussing a child’s problems with a teacher. Is dyslexia inherited? in the original.

Preschool language factors affecting reading achievement

Although perceptual explanations for reading problems were common in the early discussions of Learning Disabilities, educators now mostly agree that the language factors have far greater influence on reading problems. A recent study by Nicole Halaar and colleagues underscores this idea and, especially importantly, points to the importance of early childhood language development in later reading competence. In fact, although genetic factors play a role in later reading competence, environmental exert substantial influence.

Of course, given the extensive work on them over the past 20 years, educators understand the importance of phonemic awareness and decoding in reading. But these factors do not completely explain the variation in outcomes for children learning to read. The contributions of semantic and syntactic factors must be included to move closer to explaining why children differ in their reading outcomes, especially when the outcome of concern is facility in comprehending what one has read.
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