References

Beena, J. (2017). Learning Disabilities in Children: Epidemiology, Risk Factors and

Importance of Early Intervention. BMH Medical Journal, Vol 4, Iss 1, Pp 31-37 (2017),
(1), 31.

This piece of literature looks at the importance of early intervention for students
with learning disabilities. The article points out how an expert in child guidance can
identify the deficits in phonological awareness in late kindergarten and then early
intervention services can be provided in order to prevent the development of a reading
disorder. It also looked at interesting information about the prevalence of anxiety, stress,
social, emotional and behavioral problems due to academic stress (page 34) on
students with learning disabilities and attention difficulties.

Beike, S. M., & Zentall, S. S. (2012). 'The snake raised its head': Content novelty alters
the reading performance of students at risk for reading disabilities and ADHD. Journal
Of Educational Psychology, 104(3), 529-540. doi:10.1037/a0027216

It has been shown that students with reading disabilities and ADHD end up
showing decreased motivation as they continue in school. This study looked to see if
they added content novelty to the reading materials for the students if that would help
increase their motivation and help to combat fatigue associated with skill deficits for
students at risk for RD. The study showed that novel stories had significant positive
effects on the reading comprehension of these students. (page 537).

Dunn, M. (2010). Response to Intervention and Reading Difficulties: A Conceptual

Model That Includes Reading Recovery. Learning Disabilities -- A Contemporary
Journal, 8(1), 21-40.

This article introduces a background on the history of RTI and the purpose
behind RTI. It outlines the different tiers in the RTI and what is involved in each level. It
highlights how Reading Recovery can be utilized throughout the RTI process and how it
can particularly be utilized at Tier 3.

Lovett, M. W., Frijters, J. C., Wolf, M., Steinbach, K. A., Sevcik, R. A., & Morris, R. D.
(2017). Early Intervention for Children at Risk for Reading Disabilities: The Impact of
Grade at Intervention and Individual Differences on Intervention Outcomes. Journal Of
Educational Psychology, doi:10.1037/edu0000181

This article looks to answer the question as to whether it matters what age children first
receive reading interventions. Their study focused on children in first, second and third grade.
They found that students who received earlier intervention made better gains and continued to
make gains over the next few years.

Ritchey, K. D. (2011). The First 'R': Evidence-Based Reading Instruction for Students
With Learning Disabilities. Theory Into Practice, 50(1), 28-34.
doi:10.1080/00405841.2011.534928
This article is a beneficial resource as it outlines best practice based on research
for teaching students with learning disabilities. The paper outlines a number of
principles for teachers to use as a guide for best instructional practice. The first principle
outlines the importance of making reading instruction explicit. The second principle
focuses on the importance of making sure that the reading instruction is intensive. The
final principle that is highlighted is the importance of having systematic reading
instruction. The article focuses on strategies that are backed by research.

Santoro, L. E., Baker, S. K., Fien, H., Smith, J. M., & Chard, D. J. (2016). Using Read-
Alouds to Help Struggling Readers Access and Comprehend Complex, Informational
Text. TEACHING Exceptional Children, 48(6), 282-292.
This article looked at whether read a louds can be considered an effective tool to
help all types of learners including students with learning disabilities. The study had two
groups, one group had a class read a loud and the other class had a class read a loud
and then broke off into small groups. The students who broke off into the small groups
ended up doing better in the long term. The groups allow the teacher to help students
develop vocabulary, and comprehension, etc.

Spear-Swerling, L. (2016). Common Types of Reading Problems and How to Help
Children Who Have Them. Reading Teacher, 69(5), 513-522. doi:10.1002/trtr.1410

This article did a great job outlining and explaining the different types of reading
issues that students can have. It discussed specific word reading difficulties (SWRD),
mixed reading difficulties (MRD) and Specific Reading Comprehension Difficulties
(SRCD). This resource also offered a chart that gave teachers great suggestions for
which type of assessment to use based on the type of issue that a child is having.

Stagliano, C., & Boon, R. T. (2009). The Effects of a Story-Mapping Procedure to

Improve the Comprehension Skills of Expository Text Passages for Elementary
Students With Learning Disabilities. Learning Disabilities -- A Contemporary Journal,
7(2), 35-58.

This study was focused on fourth grade students with learning disabilities. The
study looked at the use of story-mapping as a strategy to help students with learning
disabilities succeed in reading. Story mapping has been shown to have positive effects
and have increased reading comprehension. The study is limited by its small sample
population and the short duration of the study.

Stahl, K. D. (2016). Response to Intervention. Reading Teacher, 69(6), 659-663.

doi:10.1002/trtr.1457
This study offers an assessment of implementation of Response to Intervention in
different schools. It offers beneficial insight into what made Response to Intervention
effective in certain schools and not in others. It looked at what the schools who had
success with RTI were doing, including how they were implementing, the resources they
were utilizing, the staff they were utilizing, etc. The article offers the important reminder
that RTI must supplement, not supplant at least 90 minutes of core literacy instruction
(page 661).

Wanzek, J., & Kent, S. C. (2012). Reading Interventions for Students With Learning
Disabilities in the Upper Elementary Grades. Learning Disabilities -- A Contemporary
Journal, 10(1), 5-16.

This article focuses on research based reading interventions for students with learning
disabilities who are in the upper elementary school grades. The article highlights the
importance of the transition between learning to read and reading to learn which starts to
happen in the upper grades. It provides analysis of the different studies that have currently
been conducted on reading interventions and highlighted what research has identified as
effective interventions for upper elementary school students with learning disabilities.