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Separating the Different Domains of Reading Intervention Programs

Author

Listed:
  • Tzipi Horowitz-Kraus
  • Sarah Finucane

Abstract

Providing a child with reading difficulties with the appropriate reading intervention as early as possible is critical to prevent future academic failure. As reading is composed of several sub-components (phonology, orthography, fluency, comprehension), choosing the appropriate intervention may be confusing. Here, we attempt to provide an up-to-date review of different reading intervention programs and their outcomes that currently are available for children 4 to 16 years of age. We also introduce the possible beneficial effect of including a component of executive-functions training to reading curricula to enhance the effects of reading intervention programs. These programs are separated by the sub-components of reading that each is designed to address, with discussion based on several leading models for reading acquisition. Our aim is to direct educators, professionals, and researchers to the most appropriate intervention according to either their domain of interest or the child’s needs.

Suggested Citation

  • Tzipi Horowitz-Kraus & Sarah Finucane, 2016. "Separating the Different Domains of Reading Intervention Programs," SAGE Open, , vol. 6(2), pages 21582440166, April.
    • Handle: RePEc:sae:sagope:v:6:y:2016:i:2:p:2158244016639112
    DOI: 10.1177/2158244016639112
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    References listed on IDEAS

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    1. Zvia Breznitz & Shelley Shaul & Tzipi Horowitz-Kraus & Itamar Sela & Michael Nevat & Avi Karni, 2013. "Enhanced reading by training with imposed time constraint in typical and dyslexic adults," Nature Communications, Nature, vol. 4(1), pages 1-6, June.
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