A Public Health Approach to Improving Community Mental Health through the Schools

Ullmann, Charles A.; Ullman, Charles A.

doi:10.2307/4587195

Cited by 1 publication

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“…Tulane University created a course to train in-service teachers in reading intervention strategies (Font, 1942) as part of an effort to introduce interventions for struggling readers into the New Orleans public school system for the first time. In another example of collaboration, the staff of a community mental health clinic worked with the school district to establish a school-based summer program for struggling readers referred to the clinic for treatment (Ullmann, 1949). After the program, clinic staff helped school leaders connect children with medical issues to health professionals and also helped district educators develop a more comprehensive understanding of the needs of struggling readers.…”

Section: Resultsmentioning

confidence: 99%

A Century of Progress

Scammacca

Roberts

Cho

et al. 2016

Review of Educational Research

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The history of research on interventions for struggling readers in Grades 4 through 12 dates back to 19th-century case studies of seemingly intelligent children who were unable to learn to read. Physicians, psychologists, educators, and others were determined to help them. In the process, they launched a century of research on a wide variety of approaches to reading intervention. As shown in this systematic narrative review, much has changed over time in the conceptualization of reading interventions and the methods used to determine their efficacy in improving outcomes for struggling readers. Building on the knowledge gathered over the past 100 years, researchers and practitioners are well-poised to continue to make progress in developing and testing reading interventions over the next 100 years.

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Section: Resultsmentioning

confidence: 99%