Abeer Atiyeh
Lebanese American University, Education, Graduate Student
Research Interests:
As recently as 20 years ago, learning to read was not thought to commence until formal instruction was provided in school. Accordingly, reading disabilities were largely considered to be an educational problem with no known antecedents at... more
As recently as 20 years ago, learning to read was not thought to commence until formal instruction was provided in school. Accordingly, reading disabilities were largely considered to be an educational problem with no known antecedents at earlier ages. It is now ...
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Research Interests: Speech Language Pathology, Phonetics, Early Childhood Education, Reading, Language Development, and 15 moreWriting, Dyslexia, Early Childhood, Narration, Humans, Teaching Methods, Intervention, Verbal behavior, Service Delivery, Clinical Sciences, Educational Models, Spectrum, Young Children, Educational Status, and Child preschool
... sources of reading difficulties, we designed a longitudinal study that incorporated both a classroom observation component and a first-grade intervention component which, together, allowed us to evaluate the contri-bution of emergent... more
... sources of reading difficulties, we designed a longitudinal study that incorporated both a classroom observation component and a first-grade intervention component which, together, allowed us to evaluate the contri-bution of emergent literacy skills, early liter-acy ...
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This article provides an evidence-based perspective on what school communities can do to lower the prevalence of reading difficulties among their pupils through preventive interventions. It also delineates the roles that speech-language... more
This article provides an evidence-based perspective on what school communities can do to lower the prevalence of reading difficulties among their pupils through preventive interventions. It also delineates the roles that speech-language pathologists (SLPs) might play in these interventions. This article is organized to first provide a broad overview of current directions in research, practice, and policy in educational interventions, with an emphasis on how the three are increasingly integrated to respond to evidence showing that American school children are underperforming in reading. Next, the concept of response to intervention (RTI) is described. RTI is an educational policy and practice that is grounded in the accumulated literature that focuses on how schools might better organize themselves to deliver multitiered reading interventions to reduce children's risk for reading disability. Last, this article provides three organizational principles that school-based professionals, including SLPs, might follow to deliver RTI interventions. This article provides an important and timely description of key concepts in the prevention of reading difficulties through proactive multitiered interventions. SLPs can draw on the suggestions presented here to inform their local efforts in implementing preventive literacy programs that are consistent with an RTI paradigm.
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The purpose of this article was to systematically review the available research on learner charac-teristics that influence the treatment effectiveness of early literacy interventions. Meta-analytic procedures were applied to a total of 30... more
The purpose of this article was to systematically review the available research on learner charac-teristics that influence the treatment effectiveness of early literacy interventions. Meta-analytic procedures were applied to a total of 30 studies that met the inclusionary ...