The Importance of Early Reading Intervention for Students who Demonstrate Difficulties with Reading

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There is no one answer for having a reading problem in one’s life. These problems could be associated with culture, environment, health, self esteem, teaching styles, etc. There is also no one reason for acquiring a reading difficulty and thusly no one method of intervention will work for all students Reading allows students to do as well as other students in content area classes. Without having, good reading skill students fall behind and see themselves as poor readers. A poor reader will try to avoid reading, will not want to put much effort into reading, and will not be likely to have a high level of comprehension in reading. The attitude a child has about himself as a reader has an effect on his or her reading achievement Teachers notice a student who pictures himself or herself as a poor reader Self esteem or attitude also affects a child’s reading development. That a child’ self-image has a direct effect on his or her ability to perform favorably in school is a popular idea shared by many educators. According to a research paper prepared by Taylor, Short, Frye, and Scherer (1992), there is a high probability that a student who is low in reading at the end of first grade will stay a disabled reader for quite some time. They also state that research has shown that the best way to break this lack of reading growth is to provide intervention/ remediation for these students as soon as possible. Borg, Gall, and Gall (1993), also support this claim. Based on several studies children who were poor readers at the first grade remained poor readers through fourth grades. An analysis of student achievements and student attitudes toward subject matter and effects on self-concept was conducted by Cohen, Kulik, and Kuli... ... middle of paper ... ...Guidance Service, Inc., Circle Pines MN.: Ritter, G. W., Barnett, J. H., Denny, G.S., & Albin, G. R. (2009). A Meta-Analysis The Effectiveness of Volunteer Tutoring Programs for Elementary and Middle School Students. REVIEW OF EDUCATIONAL RESEARCH. 79; 3 The online version of this article can be found at: http://rer.sagepub.com/cgi/content/abstract/79/1/3 .DOI: 10.3102/0034654308325690 Taylor, B.M., Sort, R.A., Frye, B.J.& Scherer, B.A. (1992). Classroom teachers prevent reading failure among low-achieving first-grade students. The Reading Teacher, 45, 592-597. Therrien, W. J. (2004). Fluency and Comprehension Gains as a Result of Repeated Reading: A Meta-Analysis. Remedial and Special Education, 25; 252. The online version of this article can be found at: http://rse.sagepub.com/cgi/content/abstract/25/4/252 DOI: 10.1177/07419325040250040801

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