Bette Chambers describes a three-tier ‘response to intervention’ programme for struggling readers
THE READING ACHIEVEMENT of disadvantaged children has changed little over the past decade, and the same is true for some ethnic groups. Several comprehensive school reform strategies have significantly improved reading performance at scale, but more effective models are necessary to offer educators tools capable of significantly reducing gaps in reading achievement. One important challenge for reform programmes is to achieve greater consistency of effects across different school systems.
|What we know|
|An integrated, technology-supported literacy programme that has the potential to help all children learn to read includes these research-proven components:
● Core classroom teaching presented on interactive whiteboards;
● Computer-supported follow-up small-group remediation; and
● Computer-assisted one-to-one tutoring for the most severely struggling readers.
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