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Beschreibung des Verlags

Proficient reading relates strongly to academic success throughout primary and secondary schooling (Snow, 2002; Snow, Burns, & Griffin, 1998). However, reading difficulties are among the most common challenges that school-aged children, particularly those at risk for or identified as having disabilities, confront. In fact, 80% of students with learning disabilities have a reading deficit (Lyon et al., 2001). The prognosis for struggling readers is poor unless effective reading intervention is in place early (Francis, Shaywitz, Stuebing, Shaywitz, & Fletcher, 1996; Juel, 1988). Although this population is in great need of effective literacy intervention, few researchers have examined the effectiveness of early literacy interventions specifically for students with disabilities (cf. Fuchs et al., 2002). Because reading problems tend to permeate all areas of learning and become increasingly difficult to remediate, early identification and intervention are essential to student success (Morocco, 2001; Torgesen, 1998). Current educational policies and reforms are also calling for research to examine the effectiveness of classwide general education curricula that work for all students. The Individuals With Disabilities Education Act (IDEA, 1990, 1997) mandates that the best placement for students with disabilities is the one that is the least restrictive, which for many students is the general education classroom. The Individuals With Disabilities Education Improvement Act (IDEA, 2004) and the No Child Left Behind Act (NCLB, 2002) reinforce the belief that the general education classroom, curriculum, and accountability systems should be for all children, including those with disabilities.

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Council for Exceptional Children

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