The inadequacy of individual educational program (IEP) goals for high school students with word-level reading difficulties |
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| Authors: | Email author" target="_blank">William?V?CatoneEmail author Email author" target="_blank">Susan?A?BradyEmail author |
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| Institution: | (1) University of Rhode Island and Haskins Laboratories, Kingston, Rhode Island;(2) New Haven, Connecticut;(3) P.O. Box 171, 02892 West Kingston, RI;(4) Psychology Department, University of Rhode Island, Chafee Hall, Suite 8, 02883 Kingston, RI |
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| Abstract: | This investigation analyzed goals from the Individual Educational Programs (IEPs) of 54 high school students with diagnosed
reading disabilities in basic skills (decoding and/or word identification). Results showed that for 73% of the students, the
IEPs written when they were in high school failed to specify any objectives regarding their acute difficulties with basic
skills. IEPs from earlier points in the students’ educations were also reviewed, as available. For 23 of the students, IEPs
were present in the students’ files for three time points: elementary school (ES), middle school (MS), and high school (HS).
Another 20 students from the sample of 54 had IEPs available for two time points (HS and either MS or ES). Comparisons with
the IEPs from younger years showed a pattern of decline from ES to MS to HS in the percentage of IEPs that commented on or
set goals pertaining to weaknesses in decoding. These findings suggest that basic skills deficits that persist into the upper
grade levels are not being sufficiently targeted for remediation, and help explain why older students frequently fail to resolve
their reading problems. |
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| Keywords: | Basic skills deficits decoding deficits high school students IEP older poor readers reading disabilities reading remediation |
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