Show Summary Details

Page of

PRINTED FROM OXFORD HANDBOOKS ONLINE ( © Oxford University Press, 2018. All Rights Reserved. Under the terms of the licence agreement, an individual user may print out a PDF of a single chapter of a title in Oxford Handbooks Online for personal use (for details see Privacy Policy and Legal Notice).

date: 06 April 2020

Abstract and Keywords

Current neuroscience research suggests that with appropriate interventions of sufficient duration and frequency, struggling readers can access quicker, more efficient neurologic pathways for reading. Some research has indicated, however, that effective remediation may require 90 minutes of daily direct instruction in reading, for one to three years, before permanent structural changes in the brain are seen. In this chapter, the application of neuroscience research to reading interventions is discussed. Components of effective remedial reading interventions are reviewed, with examples given of research-supported Tier 3 and Tier 4 instructional programs. The authors raise questions, however, about the sufficiency of RTI methods alone to identify students with specific learning disabilities, and design interventions that can effectively meet their educational needs.

Keywords: neuroscience and reading disabilities, neuroscience and dyslexia, reading remediation, reading disabilities, neural plasticity and reading, RTI and reading disability, reading interventions, learning disabilities

Access to the complete content on Oxford Handbooks Online requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.

Please subscribe or login to access full text content.

If you have purchased a print title that contains an access token, please see the token for information about how to register your code.

For questions on access or troubleshooting, please check our FAQs, and if you can''t find the answer there, please contact us.