Implementing failure‐free reading with students seriously at‐risk for failure

Abstract

Reading problems are among the most prevalent concerns for students with learning disabilities. In this research, students at‐risk of serious reading failure were taught word recognition and comprehension skills using the failure free Reading program. The intervention is based on effective principles identified in research on successful reading programs; key steps included (a) previewing the story, (b) listening to the story being read, (c) presenting content from the story, (d) reading the story, and (e) reviewing the story. Significant differences in oral reading, word recognition, and silent reading performance were evident after intensive intervention; improved reading was demonstrated across seven different curriculum‐based reading measures. The failure free Program appears to have promise for improving achievement of students at‐risk of reading failure.