Foundational Reading INTERVENTION: Supporting adolescents with severe reading difficulties.
The article focuses on addressing the complex needs of adolescents with severe word reading difficulties through intensive, research-based intervention models. Topics include the structure and outcomes of the IDEC program for Tier III instruction, the importance of individualized, phase-based readin...
| Publicado en: | Literacy Today (2411-7862) Vol. 43; no. 1; pp. 42 - 45 |
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| Autores principales: | , , |
| Formato: | Artículo |
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International Literacy Association
Jul-Sep2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=186695934&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 186695934 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 24117862 JE2Q jtl: Literacy Today (2411-7862) issn: 24117862 maglogo: N pubinfo: dt: Jul-Sep2025 vid: 43 iid: 1 pid: 219 pub: International Literacy Association artinfo: ui: 186695934 ppf: 42 ppct: 3 formats: fmt: @attributes: type: P size: 1.4MB tig: atl: Foundational Reading INTERVENTION: Supporting adolescents with severe reading difficulties. aug: au: Pina, Karen Vy Nguyen Young-Suk Grace Kim affil: Professor in the School of Education at the University of California, Irvine su: Teenagers Case studies Research methodology Technological progress Reading sug: subj: Teenagers Case studies Research methodology Technological progress Reading ab: The article focuses on addressing the complex needs of adolescents with severe word reading difficulties through intensive, research-based intervention models. Topics include the structure and outcomes of the IDEC program for Tier III instruction, the importance of individualized, phase-based reading interventions, and evidence from case studies showing substantial—though not complete—progress, reinforcing the need for long-term support and accommodations. pubtype: Periodical doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Literacy Today (2411-7862) is the property of International Literacy Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Literacy Today (2411-7862) holder: International Literacy Association dt: @attributes: year: 2025 holdings: @attributes: islocal: N |
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