268
Views
2
CrossRef citations to date
0
Altmetric
Original Articles

Advantages of Providing Structured Supplemental Reading Instruction to Kindergarteners At Risk for Failure in Reading

, &

References

  • Carnine, D., Silbert, J., Kame’enui, E. J., & Tarver, S. (2004). Direct instruction reading (4th ed.). Upper Saddle River, NJ: Prentice-Hall.
  • Gibbs, S. L., Campbell, M. L., Helf, S., & Cooke, N. L. (2006). Early Reading Tutor. Columbus, OH: SRA/McGraw-Hill.
  • Good, R. H., & Kaminiski, R. A. (Eds.). (2002). Dynamic Indicator of Basic Early Literacy Skills (6th ed.). Eugene, OR: Institute for the Development of Educational Achievement. Retrieved from http://dibels.uoregon.edu
  • IDEA-the Individuals with Disabilities Education Act (Publication). (2004). Retrieved from http://nichcy.org/laws/idea
  • Kame’enui, E. J., & Simmons, D. C. (1999). Toward successful inclusion of students with disabilities: The architecture of instruction. Reston, VA: Council for Exceptional Children.
  • Kaminski, R. A., Cummings, K. D., Powell-Smith, K. A., & Good, R. H. (2008). Best practices in using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) for formative assessment and evaluation. In A. Thomas & J. Grimes (Eds.). Best practices in school psychology (5th ed., pp. 1181–1204). Bethesda, MD: National Association of School Psychologists.
  • Kaminski, R. A., & Good, R. H. (1996). Toward a technology for assessing basic early literacy skills. School Psychology Review, 25, 215–227.
  • Marchand-Martella, N. E., Slocum, T. A., & Martella, R. C. (2004). Introduction to direct instruction. Boston, MA: Pearson.
  • Mathes, P. G., Denton, C. A., Fletcher, J. M., Anthony, J. L., Francis, D. J., & Schatschneider, C. (2005). The effects of theoretically different instruction and student characteristics on the skills of struggling readers. Reading Research Quarterly, 40, 148–183.
  • National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.
  • No Child Left Behind Act of 2001, P.L. 107–110, 20 U.S.C. §§ 6301 et seq.
  • Open Court Reading. (2000). Collections for young scholars. Peru, IL: SRA/McGraw-Hill.
  • Paris, S. (2005). Reinterpreting the development of reading skills. Reading Research Quarterly, 40, 184–202.
  • Simmons, D. C., Coyne, M. D., Hagan-Burke, S., Kwok, O., Simmons, L.E, Johnson, C., … Crevecoeur, Y. C. (2011). Effects of supplemental reading interventions in authentic contexts: A comparison of kindergarteners' response. Exceptional Children, 77, 207–228.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.