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All Intervention and Prevention: Basics articles

By: Laurice Joseph (2013)
Get an overview of the characteristics associated with reading problems as well as the planning and implementation of effective interventions. Fundamental components of teaching such as scaffolding, connecting to prior knowledge, motivating, and providing opportunities to practice skills should be implemented.

By: Mary Ruth Coleman, Virginia Buysse, Jennifer Neitzel (2006)
Learn about an early intervening system being developed for young children, called Recognition and Response, designed to help parents and teachers respond to learning difficulties in young children who may be at risk for learning disabilities as early as possible, beginning at age 3 or 4, before they experience school failure and before they are referred for formal evaluation and possible placement in special education.

By: Elizabeth Crawford, Joseph K. Torgesen (2006)
Improving the effectiveness of interventions for struggling readers requires a school-level system for early identification of 'at risk' students and then providing those students with intensive interventions. Learn from Reading First schools with demonstrated success in reaching struggling readers.

By: G. Emerson Dickman (2006)
RTI is not a particular method or instructional approach, rather it is a process that aims to shift educational resources toward the delivery and evaluation of instruction that works best for students. This article provides a quick overview of RTI as it relates to reading.

By: American Federation of Teachers (2004)
Early intervention works. Because it is also expensive, it's important to be able to identify the kids who are most at risk of reading failure. Thanks to a new generation of screening assessments, we can identify these students as early as kindergarten — and then invest in interventions for them.

By: Steven Graham, Karen R. Harris, Lynn Larsen (2001)
This paper presents six principles designed to prevent writing difficulties as well as to build writing skills: (a) providing effective writing instruction, (b) tailoring instruction to meet the individual needs,(c) intervening early, (d) expecting that each child will learn to write, (e) identifying and addressing roadblocks to writing, and (f) employing technologies.

"A book is like a garden, carried in the pocket." — Chinese Proverb