Early identification and prevention of reading problems

What elements maximise the success of classroom teaching and supplemental early interventions for struggling readers? Stephanie Al Otaiba explains

SCHOOLS IN THE UK AND THROUGHOUT THE WORLD are engaging in education reform that involves increasing accountability to show that children in the early years learn to read. An important premise spearheading this reform is that effective early literacy teaching is the first line of defence in preventing reading problems. Teachers monitor pupils’ response to teaching, and if data suggests growth is not adequate, they provide supplemental “tiers” of increasingly intensive early intervention. This preventative approach is known as Response to Intervention (RTI).

What we know
● Effective early literacy teaching is the first line of defence in preventing reading problems.
● The success of classroom teaching can be maximised by an effective core literacy programme, and using data to monitor progress and group pupils.
● Teaching assistants can effectively deliver evidence-based supplemental interventions.

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Published

November 2011