ABSTRACT
Product variables include achievement in component reading and writing skills; process variables include learner characteristics that influence the process of reading and writing acquisition. B. Berninger and D. Traweek identified children at risk for reading disabilities at the beginning of second grade for a two-phase intervention program delivered to small groups of five children each. The developmental neuropsychological perspective, which takes a systems approach, has several instructional implications. Instructional intervention should take into account individual differences both prior to intervention and in response to intervention. Remediation of reading disabilities also benefits from remediating developmental skills such as phonemic coding contributing to the reading disability or taking into account the functional orthographic-phonological code connections. Berninger, Donald Mizokawa, and Russell Bragg recommended theory-based interventions for specific writing disabilities. The chapter also presents some closing thoughts on the key concepts discussed in the preceding chapters of this book.
