2008•Perspectives on Language Learning and EducationRequires access

Preventing Long-Term Reading Difficulties through Kindergarten and First Grade Intervention: The Case for Early Intervention

Frank R. Vellutino, Haiyan Zhang

Abstract

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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Available abstract

Key concepts: Intervention (counseling), Response to intervention, Reading (process), Psychology, Variety (cybernetics), Term (time), Foundation (evidence), Reading disability