Preventing Long-Term Reading Difficulties through Kindergarten and First Grade Intervention: The Case for Early Intervention This article reviews recent intervention studies that have provided the foundation for a variety of RTI approaches to reading disability classification and remediation. The three-tier model of RTI is defined and discussed. Selected findings from a kindergarten and first grade intervention study are summarized. ... Article
Article  |   March 01, 2008
Preventing Long-Term Reading Difficulties through Kindergarten and First Grade Intervention: The Case for Early Intervention
Author Affiliations & Notes
  • Frank R. Vellutino
    The University at Albany, Albany, NY
  • Haiyan Zhang
    The University at Albany, Albany, NY
Article Information
Development / Special Populations / Early Identification & Intervention / School-Based Settings / Language Disorders / Reading & Writing Disorders / Attention, Memory & Executive Functions / Articles
Article   |   March 01, 2008
Preventing Long-Term Reading Difficulties through Kindergarten and First Grade Intervention: The Case for Early Intervention
SIG 1 Perspectives on Language Learning and Education, March 2008, Vol. 15, 22-33. doi:10.1044/lle15.1.22
SIG 1 Perspectives on Language Learning and Education, March 2008, Vol. 15, 22-33. doi:10.1044/lle15.1.22
Abstract

This article reviews recent intervention studies that have provided the foundation for a variety of RTI approaches to reading disability classification and remediation. The three-tier model of RTI is defined and discussed. Selected findings from a kindergarten and first grade intervention study are summarized.

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