Struggling Readers, Fall 2011 
If teachers can identify struggling readers early, they can provide a broad array of effective interventions, from one-to-one and small-group tutoring to cooperative learning to comprehensive school reform. This issue presents articles on proven solutions to reading failure in both elementary and secondary schools. These solutions vary in many ways, but collectively they tell us something very important: ultimately, virtually all children can succeed in reading.
Contents
| Page | Title | Author |
|---|---|---|
| 4–5 | What works for struggling readers | Robert Slavin |
| 6–7 | Teaching struggling readers in the classroom | Lynne Vernon-Feagans and Marnie Ginsberg |
| 8–9 | Reading interventions for secondary students | Sharon Vaughn and Jack Fletcher |
| 10–11 | Cracking the code with supplemental tutoring | Patricia Vadasy |
| 12–13 | Improving vocabulary instruction through Teacher Study Groups |
Joseph Dimino, Mary Jo Taylor, and Russell Gersten |
| 14–15 | Scaling up in education: Balancing fidelity and innovation |
Jerome D’Agostino and Emily Rodgers |
| 16–17 | Technology-supported three-tier reading instruction | Bette Chambers |
| 18–19 | Teaching struggling readers foundational reading skills | Maureen Lovett and colleagues |
| 20–21 | A comprehensive approach to adolescent literacy intervention |
Kristin De Vivo |
| 22–23 | Early identification and prevention of reading problems | Stephanie Al Otaiba |
| 24–25 | Evidence in the news | |
| 26–27 | Latest research |