Using the Interactive Strategies Approach to Prevent Reading Difficulties in an RTI Context

Scanlon, Donna M.; Anderson, Kimberly L.

doi:10.1598/0834.02

Cited by 13 publications

(19 citation statements)

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“…Literacy development can be facilitated through MLE when teachers interact with children. Vygotsky and Feuerstein’s theories support the argument that the quality of the learning experiences that children are exposed to are primary contributors to effective learning and scholastic progress [8]. The MLE process influenced the SLP’s instruction shared with the teacher, when implementing the adapted model from ECLAS-II.…”

Section: Methodsmentioning

confidence: 99%

“…Studies have indicated that early intervention in language and literacy skills by SLPs is essential to bridge the gap in ECDs [7, 8], particularly in socially disadvantaged populations [9]. Two studies conducted in ECD contexts in the United Kingdom [7] were based on a brief training programme conducted for increasing ECD educators’ use of facilitation and modelling communication strategies.…”

Section: Introductionmentioning

confidence: 99%

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Emergent Literacy Support for Children from Marginalised Populations

Moonsamy

Carolus

2019

Folia Phoniatr Logop

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Background: The purpose of this paper is to describe the content and process of a literacy and language support model that was implemented with young children from marginalised communities, where no access to speech and language pathologist (SLP) services exists. The importance of language for literacy development is emphasised with explicit strategies for classroom application. Method: The SLP introduced an intervention programme to Early Childhood Development (ECD) kindergarten teachers, as part of a pre- and post-test literacy study. The strategies included oral reading, one-on-one reading and paired-reading. The participants provided informed consent. The intervention was presented to the experimental (Exp) group during the study process and to the comparison group after the study was completed. Results: Post-intervention findings revealed a significant improvement in the Exp group scores on concepts about print. The ECD teachers reported a difference in the children’s awareness of printed materials, confirming that the approaches introduced by the SLP are central in teachers’ instruction. This finding supports the contribution that emergent literacy and language support models would have for children, especially those from marginalised communities, where access to resources are limited. Furthermore, the collaboration between SLP and the ECD staff will strengthen these support structures. Thus, explicit early intervention develops skills for school-readiness and academic success; this forms part of the solution in providing early access to language and literacy programmes in developing countries.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Emergent Literacy Support for Children from Marginalised Populations

Moonsamy

Carolus

2019

Folia Phoniatr Logop

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“…However, RTI is also intended to reduce the number of students who become identified as having a learning disability by preventing reading difficulties. This is an instructional problem and, as Scanlon and Anderson () noted, too little attention is given to “the nature and qualities of the instruction that is offered” (p. 21). All students deserve high‐quality first instruction (we will address this topic in an upcoming column).…”

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confidence: 99%

Diagnosis: The Missing Ingredient in RTI Assessment

Lipson¹,

Chomsky-Higgins²,

Kanfer³

2011

The Reading Teacher

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“…In addition, these activities could include training on use of the Interactive Strategies approach as an intervention for students (Scanlon & Anderson, 2010;Vellutino & Scanlon, 2002).…”

Section: Misconceptions Regardingmentioning

confidence: 99%

“…Similarly, the percentage of administrators and Central Office staff members who were interested in obtaining information about materials for dyslexic readers is promising since they often select instructional materials that are used at the school and district levels. Targeted professional development activities can provide information on an evidencebased intervention, such as the Interactive Strategies approach (Scanlon & Anderson, 2010;Vellutino & Scanlon, 2002).…”

Section: Materials Used With Dyslexic Readers Ninety-one Percent Of mentioning

confidence: 99%

Educators' Understanding of Dyslexia: A Survey Exploring the Need for Professional Development in the Areas of Prevention and Intervention

Floyd

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Using the Interactive Strategies Approach to Prevent Reading Difficulties in an RTI Context

Cited by 13 publications

References 0 publications

Emergent Literacy Support for Children from Marginalised Populations

Emergent Literacy Support for Children from Marginalised Populations

Diagnosis: The Missing Ingredient in RTI Assessment

Educators' Understanding of Dyslexia: A Survey Exploring the Need for Professional Development in the Areas of Prevention and Intervention

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