Education and Human Sciences, College of (CEHS)


Bridging the Gap: Helping At-Risk Third Grade Students Become Successful Readers

Kathleen Wilson
Malinda Murphy, UNL
Guy Trainin, University of Nebraska, Lincoln
Joan Erickson

Document Type Article

A presentation made at the American Educational Research Association meeting in San Francisco CA 2006.


Much attention has been focused on the application of well-known reading programs. Unfortunately, the previous advancements have done little to foster to the needs of students who can be classified as treatment resistant. It is apparent that these reading programs are not addressing the comprehensive needs of the hardest to teach children (NAEP, 2003). The National Reading Panel report (2000) points to phonological processing deficits as a key contributor to reading failure. Central to our study is the belief that reading instruction with direct attention to the cognitive foundations of the English language (Venezky, 1999) embedded within an intensive reading intervention will bridge the gap for students who are failing to meet grade level expectations.