Effective prevention and intervention for word-level reading difficulties

Abstract

The research on the prevention and intervention forword reading problems is reviewed in two parts. First, several key issues are addressed that bear on understanding the findings from the vast reading intervention literature. These include (1) interpreting intervention research in light of the findings from studies of orthographic learning, (2) examining assumptions inherent in current intervention approaches, (3) understanding why some students require intervention in the first place, (4) distinguishing research-based principles from research-based programs, and (5) examining the best ways to determine the effectiveness of interventions for word reading problems. Second, key intervention research findings are examined through the lens of the preliminary issues discussed in the first section. These findings reveal very positive prospects for preventing a large portion of reading difficulties based on modifications to general education classroom instruction. They also showthat very substantial reading improvements can be made by struggling readers if the most effective principles are applied to our intervention efforts.