ABSTRACT
Over the past 30 years, interventions that provide explicit, systematic instruction in phonological awareness, phonics, fl uency, vocabulary, and comprehension have facilitated reading instruction for a signifi cant number of students (National Reading Panel, 2000). Much of our knowledge about reading instruction comes from studies conducted with students in grade 3 and younger. Despite the large amount of knowledge regarding effective reading instruction for young, beginning readers, there are still students in grades 4 through 12 who continue to struggle with reading. Often, we borrow what we know regarding effective practices for younger readers and apply that knowledge to older, struggling readers. While many elements of reading are the same for younger and older students, our confi dence about interventions improves when the practice has been implemented with students from similar grades and with similar reading diffi culties.
