Improving beginning reading instruction and intervention for students with LD: Reconciling "all" with "each"

Journal of Learning Disabilities

Volumn 37, Issue 3, 2004, Pages 231-239

  Coyne, Michael D ^b   Kame'enui, Edward J ^a   Simmons, Deborah C ^a  

^a UNIVERSITY OF OREGON   (United States)

^b UNIVERSITY OF CONNECTICUT   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 2442499659     PISSN: 00222194     EISSN: None     Source Type: Journal    
DOI: 10.1177/00222194040370030801     Document Type: Conference Paper

References (34)

1. Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
2. Coyne, M. D., Kame'enui, E. J., & Simmons, D.C. (2001). Prevention and intervention in beginning reading: Two complex systems. Learning Disabilities Research & Practice, 16, 62-72.
3. Coyne, M. D., Kame'enui, E. J., Simmons, D. C., & Harn, B. A. (in press). Beginning reading intervention as inoculation or insulin: An examination of the first-grade reading performance of strong responders to kindergarten intervention. Journal of Learning Disabilities.
4. Crockett, J. B., & Kauffman, J. M. (1999). The least restrictive environment: Its origins and interpretations in special education. Mahwah, NJ: Erlbaum.
5. Cunningham, A. E., & Stanovich, K. E. (1998). What reading does for the mind. American Educator, 22(1-2), 8-15.
6. Elmore, R. F. (1996). Getting to scale with good educational practice. Harvard Educational Review, 66(1), 1-26.
7. Fuchs, L. S., & Fuchs, D. (1994). Inclusive schools movement and the radicalization of special education reform. Exceptional Children, 60, 294-309.
8. Good, R. H., & Kaminski, R. A. (Eds.). (2002). Dynamic indicators of basic early literacy skills (6th ed.). Eugene, OR: Institute for Development of Educational Achievement.
9. Good, R. H., Kaminski, R. A., Smith, S., Simmons, D., Kame'enui, E., & Wallin, J. (2003). Reviewing outcomes: Using DIBELS to evaluate kindergarten curricula and interventions. In S. R. Vaughn & K. L. Briggs (Eds.), Reading in the classroom: Systems for the observation of teaching and learning (pp. 221-266). Baltimore: Brookes.
10. Good, R. H., III, Simmons, D. C., & Kame'enui, E. J. (2001). The importance of decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high-stakes outcomes. Scientific Studies of Reading, 5, 257-288.
11. Good, R. H., Simmons, D. S., Kame'enui, E. J., Kaminski, R. A., & Wallin, J. (2002). Summary of decision rules for intensive, strategic, and benchmark instructional recommendations in kindergarten through third grade (Technical Report No. 11). Eugene: University of Oregon.
12. Individuals with Disabilities Education Act of 1990, 20 U.S.C. § 1400 ef seq.
13. Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437-447.
14. Kame'enui, E. J. (1998). The rhetoric of all, the reality of some, and the unmistakable smell of mortality. In F. Lehr & J. Osborn (Eds.), Literacy for all: Issues in teaching and learning (pp. 319-338). New York: Guilford.
15. Kame'enui, E. J., Carnine, D. W., Dixon, R. C., Simmons, D. C., & Coyne, M. D. (2002). Effective teaching strategies that accommodate diverse learners (2nd ed.). Columbus, OH: Merrill.
16. Kame'enui, E. J., Simmons, D. C., & Coyne, M. D. (2000). Schools as host environments: Toward a schoolwide reading improvement model. Annals of Dyslexia, 50, 33-51.
17. Kaufman, M. J., & Lewis, L. M. (1999). Confusing each with all: A policy warning. In R. Gallimore, L. P. Bernheimer, D. L. MacMillan, D. L. Speece, & S. Vaughn (Eds.), Developmental perspectives on children with high-incidence disabilities (pp. 223-244). Mahwah, NJ: Erlbaum.
18. Kauffman, J. M. (1999). Commentary: Today's special education and its messages for tomorrow. The Journal of Special Education, 32, 244-254.
19. Lovett, M. W., Lacerenza, L., Borden, S. L., Frijters, J. C., Steinbach, K. A., & De Palma, M. (2000). Components of effective remediation for developmental reading disabilities: Combining phonological and strategy-based instruction to improve outcomes. Journal of Educational Psychology, 92, 263-283.
20. Lyon, G. R., Fletcher, J. M., Shaywitz, S. E., Shaywitz, B. A., Torgesen, J. K., Wood, F. B., et al. (2001). Rethinking learning disabilities. In C. E. Finn, Jr., A. J. Rotherham, & C. R. Hokanson, Jr. (Eds.), Rethinking special education for a new century (pp. 259-287). Washington, DC: Fordham Foundation.
21. 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/National Institutes of Health.
22. National Research Council. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
23. O'Connor, R. E. (2000). Increasing the intensity of intervention in kindergarten and first grade. Learning Disabilities Research & Practice, 15, 43-54.
24. Scruggs, T. E., & Mastropieri, M. A. (2002). On babies and bathwater: Addressing the problems of identification of learning disabilities. Learning Disability Quarterly, 25, 155-168.
25. Share, D. L., & Stanovich, K. E. (1995). Cognitive processes in early reading development: Accommodating individual differences into a model of acquisition. Issues in Education, 1, 97-100.
26. Simeonsson, R. J. (1994). Risk, resilience, and prevention: Promoting the well-being of all children. Baltimore: Brookes.
27. Simmons, D. C., Kame'enui, E. J., Coyne, M. D., & Chard, D. (2002). Effective strategies for teaching beginning reading. In E. J. Kame'enui, D. W. Carnine, R. C. Dixon, D. C. Simmons, & M. D. Coyne (Eds.), Effective teaching strategies that accommodate diverse learners (2nd ed., pp. 53-92). Columbus, OH: Merrill.
28. Simmons, D. C., Kame'enui, E. J., Coyne, M. D., & Harn, B. A. (2003). Institute on beginning reading notebooks. Eugene, OR: Institute for the Development of Educational Achievement.
29. Simmons, D. C., Kame'enui, E. J., Good, R. H., Harn, B. A., Cole, C., & Braun, D. (2000). Building, implementing, and sustaining a beginning reading model: School by school and lessons learned. OSSC Bulletin, 43(3), 3-30.
30. Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-406.
31. Stanovich, K. E. (1999). The sociopsychometrics of learning disabilities. Journal of Learning Disabilities, 32, 350-361.
32. Torgesen, J. K. (2000). Individual differences in response to early interventions in reading: The lingering problem of treatment resisters. Learning Disabilities Research & Practice, 15, 55-64.
33. Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K. K. S., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34, 33-58, 78
34. Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Rose, E., Lindamood, P., Conway, T., et al. (1999). Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction. Journal of Educational Psychology, 91, 1-15.