Selecting a Reading Intervention Program for Struggling Readers: A Case Study of an Urban District

Abstract

Reading intervention programs provide the foundation for the educational success of students, especially those who are considered struggling readers. States across the country recently implemented legislation related to reading achievement, in which districts are required to provide specific literacy interventions to struggling readers in order to prevent retention. The choice in reading instructional programs has long-term impact on the future of students, as it is these programs that determine the need for retention in response to this legislation. This research study examines the factors that affect the decision of an urban district in selecting a reading intervention program to support struggling readers. The primary data sources include interviews and observations of two teachers who have chosen different reading intervention programs within the district. This study provides insights into schools currently affected by this policy and how they are choosing to respond to the new demands. The research question is: What factors influence an urban school district's decision about specific reading instruction programs for struggling readers in response to state legislation requirements?

Analyzing the Requirement for Module-Based Reading Intervention for Children with Reading Difficulties in Sri Lanka

“…Early identification and Intervention play a crucial role in the reading development of children with reading difficulties. Reading intervention programs provide the foundation for the educational success of students, especially those who are considered struggling readers (Auletto & Sableski, 2018). Ideally, children who are at risk for reading failure should be identified before the onset of reading instruction and provided with special attention and support to prevent reading failure (Poulsen et al, 2017).…”

“…Published Online: 29 November 2023 significant predictor of a student's future academic performance, making early literacy achievement a focal point in early childhood education (Auletto & Sableski, 2018).…”