Procedia- Social and Behavioral Sciences
4th World Conference On Educational Sciences (WCES-2012) 02-05 February 2012
This paper presents a microgenetic study of the emergence of literacy in an eight-year-old student who is in third grade in a public primary school in Midwest, USA and is identified as learning disabled. It describes seven practical teaching strategies that were successfully used with this child for two years. At the end of this two year remediation, the child was able to read fluently at her grade level and exceeded all expectations and predictions of her parents and teachers. These strategies will be beneficial for classroom teachers, reading specialists, and special education teachers who are working with struggling young readers, and are evidence-based practices identified from a review of the literature.
Original Publication Citation
Lee, G.-L., Gable, R., & Klassen, V. K. (2012). Effective Reading Remediation Instructional Strategies for Struggling Early Readers. Paper presented at the 4th World Conference On Educational Sciences (WCES-2012), Barcelona, Spain.
Lee, Guang-Lea; Gable, Robert; and Klassen, Verla Kroeker, "Effective Reading Remediation Instructional Strategies for Struggling Early Readers" (2012). Teaching & Learning Faculty Publications. 14.