Title

Coordinating supplemental reading instruction

Document Type

Article

Date of Original Version

3-1-2008

Abstract

Although supplemental reading services are meant to improve reading achievement of struggling readers and students with reading disabilities, without concerted effort to ensure communication and coordination with in-school instruction, they may fall short of their desired mark. To promote learning, it is critical that any services provided outside of the typical curriculum be coordinated to ensure that students are reaping the maximum benefit. This article describes six dynamic steps to coordinate supplemental instruction and contextualizes these through examples and vignettes of a second-grade struggling reader. © 2008 Hammill Institute on Disabilities.

Publication Title

Intervention in School and Clinic

Volume

43

Issue

4

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