Reading programs for students with learning disabilities: what works?
The purpose of this study is to describe the effectiveness of an individualized reading program which was developed based on the needs of a student with a learning disability. The researcher used past research to create the intervention procedures. The target student, a second grade boy with a learning disability in the area of reading, followed the intervention program for 8 weeks. Pre and post assessment results with the Badar Informal Reading Inventory (1998) showed that the learner increased letter recognition and sound production skills, and was able to read words with single consonants and short and long vowels. The learner (a student significantly below grade level) showed that the introduction of the program correlated with increases in the area of reading performance and also taught him the skills of responsibility, organization, and independence. The intervention program is easy to use, systematic, and explicit.