ERIC Number: EJ1444180
Record Type: Journal
Publication Date: 2024-Sep
Pages: 10
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0040-0599
EISSN: EISSN-2163-5684
Intensifying Reading Interventions by Making Instruction More Explicit
Rachel E. Donegan; Sally K. Fluhler
TEACHING Exceptional Children, v57 n1 p66-75 2024
Explicit instruction is a high-leverage practice for special education and is associated with improved learning for students with disabilities (Hughes et al., 2019). The high-leverage practices are 22 critical practices in special education that are effective for improving outcomes for a broad range of students with and at risk for disabilities (Hughes et al., 2019). Reading interventions that use explicit instruction are effective for improving both younger and older students' reading skills (Flynn et al., 2012; Gersten et al., 2020; Herrera et al., 2016). Explicit instruction is an approach to teaching that is focused around a specific learning goal; to meet this goal, skills are clearly explained and demonstrated, and then students are guided through practice with support and feedback until they can perform the skill independently (Archer & Hughes, 2011). Intervention adaptations, such as making instruction more explicit, are embedded within a larger system of data-based individualization (DBI). DBI is a problem-solving process for intensifying interventions through the systematic use of data and intervention adaptations that has been shown effective for improving students outcomes across academic areas (Jung et al., 2018).
Descriptors: Reading Instruction, Intervention, Special Education, Reading Difficulties, Goal Orientation, Direct Instruction, Students with Disabilities, Feedback (Response)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A