Implementing Intensive Reading Interventions for Secondary Students with Dyslexia
Location
Group Three Sessions: Room 105
Start Date
23-2-2024 12:00 PM
End Date
23-2-2024 12:50 PM
First Presenter's Brief Biography
Dr. Williams is currently an assistant professor of special education at the University of Georgia, where she teaches in the Special Education: General Curriculum program and Dyslexia Certificate/Endorsement programs. Her research focuses on improving academic and post-secondary outcomes for students with and at-risk for mild to moderate disabilities, such as learning disabilities, dyslexia, ADHD, etc. Her main areas of interest are: (1) reading interventions for adolescents with reading difficulties and disabilities, including students who are English Learners; and (2) preventing dropout with at-risk populations. Dr. Williams completed her PhD in Special Education in 2017 at the University of Texas at Austin. Prior to obtaining her Ph.D., Dr. Williams was a high school special education teacher and reading specialist in Statesboro, Georgia. She primarily taught reading and English/Language Arts to students with mild/moderate disabilities in grades 9-12 in resource and inclusion settings.
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Presentation Type
Concurrent Session
panel session; roundtable discussion
Abstract
In this session, participants will learn about how to implement intensive reading interventions to support secondary students with dyslexia. Topics include identifying students’ needs through assessment data, scheduling intervention time, and implementing evidence-based practices for multisyllabic word reading and fluency.
Conference Strands
Dyslexia
Description
Most students with learning disabilities have word-level reading disabilities (WLRD; i.e., dyslexia), which affect their ability to read and spell words accurately and fluently, and consequently, to comprehend text (Fletcher et al., 2019). In the secondary grades, students are expected to have already mastered basic word-reading and spelling skills necessary for reading and writing across the content areas; however, many adolescents with WLRD have not yet acquired these skills. Therefore, adolescents with WLRD may need intensive, supplemental reading interventions matched to their specific areas of needs (Solis et al., 2014; Vaughn & Fletcher, 2012; Vaughn et al., 2022).
This presentation will provide participants with the essential knowledge necessary to implement intensive reading interventions for secondary students with WLRD/dyslexia. The presentation will begin by defining dyslexia and outlining the characteristics of students with dyslexia. Next, I will review how students with dyslexia are served in secondary schools. Then, the majority of the presentation will focus on the evidence-based intervention practices that can be implemented in the secondary grades to support students with reading difficulties and disabilities (e.g., Vaughn et al., 2022). More specifically, I will emphasize evidence-based practices for multisyllabic word reading and fluency. Participants will be provided with additional high-quality resources for locating and implementing evidence-based practices (e.g., National Center for Intensive Intervention, Institute of Education Sciences website, practitioner books).
References
Fletcher, J. M., Lyon, R. G., Fuchs, L. S., & Barnes, M. A. (2019). Learning disabilities: From identification to intervention (2nd ed.). Guilford Press.
Solis, M., Miciak, J., Vaughn, S., & Fletcher, J. (2014). Why intensive interventions matter: Longitudinal studies of adolescents with reading disabilities and poor reading comprehension. Learning Disability Quarterly, 37(4) 218-229. https://doi.org/10.1177/0731948714528806
Vaughn, S., & Fletcher, J. M. (2012). Response to intervention with secondary school students with reading difficulties. Journal of Learning Disabilities, 45, 244-256. https://doi.org/10.1177/0022219412442157
Vaughn, S., Gersten, R., Dimino, J., Taylor, M. J., Newman-Gonchar, R., Krowka, S., Kieffer, M. J., McKeown, M., Reed, D., Sanchez, M., St. Martin, K., Wexler, J., Morgan, S., Yañez, A., & Jayanthi, M. (2022). Providing reading interventions for students in grades 4–9 (WWC 2022007). National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/WWC-practice-guide-reading-intervention-full-text.pdf
Creative Commons License
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Implementing Intensive Reading Interventions for Secondary Students with Dyslexia
Group Three Sessions: Room 105
In this session, participants will learn about how to implement intensive reading interventions to support secondary students with dyslexia. Topics include identifying students’ needs through assessment data, scheduling intervention time, and implementing evidence-based practices for multisyllabic word reading and fluency.
