ALL Kids Can Be Readers: The Marriage of Reading First and Inclusive Education

Christine Ashby, Janice Burns, Joan Royle

Research output: Contribution to journalArticle

2 Scopus citations

Abstract

As schools attempt to address the needs of an ever more diverse student population, many have turned to intensive interventions to improve reading performance. Reading First grants from the United States Department of Education encouraged schools to implement evidence-based instructional practices in elementary schools. However, for many schools, implementation of Reading First and other intensive data-driven reading initiatives has not included students considered to have significant disabilities or has led to increased pull-out or separate remediation services. We consider how Reading First efforts can be integrated into a rich, inclusive education program for all students, including those considered to have the most significant disabilities. We discuss how schools can creatively utilize staff and scheduling to maximize push-in support and encourage interdisciplinary and data-driven problem solving to provide meaningful guidance for reading instruction for the benefit of all students.

Original languageEnglish (US)
Pages (from-to)98-105
Number of pages8
JournalTheory Into Practice
Volume53
Issue number2
DOIs
StatePublished - Apr 1 2014

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ASJC Scopus subject areas

  • Education

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