Hostname: page-component-586b7cd67f-rcrh6 Total loading time: 0 Render date: 2024-11-27T02:02:29.806Z Has data issue: false hasContentIssue false
  • English
  • Français

Early identification and intervention to prevent reading failure: A response to intervention (RTI) initiative

Published online by Cambridge University Press:  28 September 2020

Linda S. Siegel
Linda S. Siegel*
Affiliation:
Department of Educational and Counselling Psychology, and Special Education, Faculty of Education, University of British Columbia, Vancouver, British Columbia, Canada
*
Author for correspondence: Linda S. Siegel, Email: [email protected]
Get access

Abstract

This article describes a Response to Intervention (RTI) model of early identification and intervention to prevent reading failure. A simple screening system to alert teachers to children who may not have some of the prerequisite skills necessary for reading and a whole class intervention system will be described. The success of these initiatives was measured systematically, and the incidence of reading difficulties was reduced to 1.5% in the children who had English as a first language and in children who had English as an additional language. The article also examines the relative influence of students’ first language on learning to read in English and the benefits of bilingualism.

Keywords

early identificationdyslexiaEAL (English as an Additional Language)interventionphonemic awareness
Type
Articles
Information
The Educational and Developmental Psychologist , Volume 37 , Issue 2 , December 2020 , pp. 140 - 146
Copyright
© Australian Psychological Society Ltd, 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abu Rabia, S., & Siegel, L.S. (2002). Reading, syntactic, orthographic and working memory skills of bilingual Arabic-English speaking children. Journal of Psycholinguistic Research, 31, 661–678.CrossRefGoogle Scholar
Barwick, M.A., & Siegel, L.S. (1996). Learning difficulties in adolescent clients of a shelter for runaway and homeless street youths. Journal of Research on Adolescence, 6, 649–670.Google Scholar
Chiappe, P., & Siegel, L.S. (2006). The development of reading for Canadian children from diverse linguistic backgrounds: A longitudinal study. Elementary School Journal, 107, 135–152.CrossRefGoogle Scholar
Da Fontoura, H.A., & Siegel, L.S. (1995). Reading, syntactic, and working memory skills of bilingual Portuguese-English Canadian children. Reading and Writing: An Interdisciplinary Journal, 7, 139–153.CrossRefGoogle Scholar
D’Angiulli, A., Siegel, L.S., & Serra, E. (2001). The development of reading in English and Italian in bilingual children. Applied Psycholinguistics, 22, 479–507.CrossRefGoogle Scholar
D’Angiulli, A., Siegel, L.S., & Maggi, S. (2004). Literacy instruction, SES, and word-reading achievement in English-language learners and children with english as a first language: A longitudinal study. Learning Disabilities Research & Practice, 19, 202–213.CrossRefGoogle Scholar
D’Angiulli, A., Siegel, L.S., & Hertzman, C. (2004) Schooling, socioeconomic context and literacy development. Educational Psychology, 24, 867–883.CrossRefGoogle Scholar
Etmanskie, J., Partanen, M., & Siegel, L.S. (2016). A longitudinal examination of the persistence of late emerging reading disabilities. Journal of Learning Disabilities, 49, 21–35.CrossRefGoogle ScholarPubMed
Lesaux, N.K., Lipka, O., & Siegel, L.S. (2006). Investigating cognitive and linguistic abilities that Influence the reading comprehension skills of children from diverse linguistic backgrounds. Reading & Writing: An Interdisciplinary Journal, 19, 99–131.CrossRefGoogle Scholar
Lesaux, N.K., Rupp, A.A., & Siegel, L.S. (2007). Growth in reading skills of children fromdiverse linguistic backgrounds: Findings from a 5-year longitudinal study. Journal of Educational Psychology, 99, 821–834.CrossRefGoogle Scholar
Lesaux, N.K., & Siegel, L.S. (2003). The development of reading in children who speak English as a second language. Developmental Psychology, 39, 1005–1019.CrossRefGoogle ScholarPubMed
Lipka, O., Lesaux, N., & Siegel, L. (2006). Retrospective analyses of the reading development of grade 4 students with reading disabilities: Risk status and profiles over 5 years. Journal of Learning Disabilities, 39, 364–378.CrossRefGoogle ScholarPubMed
Lipka, O., & Siegel, L.S. (2007). The development of reading skills in children with English as a second language. Scientific Studies of Reading, 11, 105–131.CrossRefGoogle Scholar
Lipka, O., & Siegel, L.S. (2010). Early identification and intervention to prevent reading difficulties. In Aram, D. & Korat, O. (Eds.), Literacy development and enhancement across orthographies and cultures, Literacy Studies 101 (pp. 205–219). Springer.CrossRefGoogle Scholar
Lipka, O., Siegel, L.S., & Vukovic, R.K. (2005). The literacy skills of English language learners in lessons from research. Learning Disabilities: Research and Practice, 20, 39–49.Google Scholar
Low, P., & Siegel, L.S. (2005). A comparison of the cognitive processes underlying reading comprehension in native English and ESL speakers. Written Language and Literacy, 8, 207–231.CrossRefGoogle Scholar
Marinova-Todd, S., Siegel, L.S., & Mazabel, S. (2013). The association between morphological awareness and literacy in English language learners from diverse language backgrounds. Topics in Language Disorders, 33, 93–107.CrossRefGoogle Scholar
McBride, H., & Siegel, L.S. (1997). Learning disabilities and adolescent suicide. Journal of Learning Disabilities, 30, 652–659.CrossRefGoogle ScholarPubMed
Partanen, M., & Siegel, L.S. (2014). Long-term outcome of the early identification and intervention of reading disabilities. Reading and Writing: An Interdisciplinary Journal, 27, 665–684.CrossRefGoogle Scholar
Program Services Department. (2001). Firm Foundations: Early literacy teaching and learning. School District No. 44, North Vancouver, BC.Google Scholar
Rosner, J., & Simon, D.P. (1971). The Auditory Analysis Test: An initial report. Journal of Learning Disabilities, 4, 384–392.CrossRefGoogle Scholar
Siegel, L.S. (2008). Morphological awareness skills of English language learners and children with dyslexia. Topics in Language Disorders, 28, 15–27.CrossRefGoogle Scholar
Siegel, L.S. (2009). Remediation of reading difficulties in English language learning students. In Pugh, K. & McCardle, P. (Eds.), How children learn to read (pp. 275–288). Psychology Press.Google Scholar
Siegel, L.S. (2011). Reducing reading difficulties in English L1 and L2: Early Identification and Intervention. In McCardle, P., Miller, B., Lee, J.R., & Tzeng, O.J.L. (Eds.), Dyslexia across languages: Orthography and the brain-gene-behavior link (pp. 294–304). Paul H. Brookes Publishing.Google Scholar
Siegel, L.S., & Ryan, E.B. (1988). Development of grammatical sensitivity, phonological, and short-term memory skills in normally achieving and learning disabled children. Developmental Psychology, 24, 28–37.CrossRefGoogle Scholar
Siegel, L.S., & Ryan, E.B. (1989). The development of working memory in normally achieving and subtypes of learning disabled children. Child Development, 60, 973–980.CrossRefGoogle ScholarPubMed
Thorndike, R.L., Hagen, E.P., & Sattler, J.M. (1986). Stanford–Binet Intelligence Scales (4th ed.). Riverside.Google Scholar
Woodcock, R.N. (1987). Woodcock Reading Mastery Tests-revised examiner’s manual. American Guidance Service.Google Scholar