Questions still remain about whether or not current research – based reading instruction is effective for all students. There is a population of students that continue to struggle to learn how to read despite the use of research – based instruction. This population of students has been termed “non – responders” or “treatment resisters.” The emphasis on research – based reading instruction has promoted an increase of reading levels among students in the United States; however, the limited amount of research on the needs of students who are non – responder has yielded mixed reviews. The following paper will address current reading instruction practices that are in place for all students to become successful readers. In addition, the paper will present a review of what current research says about the characteristics of students who are non – responders, and suggested elements of effective instruction for this population.
Sperduto, Susan E.
"Non-Responders: Current Findings in Reading Instruction as Related to Students Unresponsive to Early Intervention,"
LC Journal of Special Education: Vol. 5, Article 7.
Available at: https://digitalshowcase.lynchburg.edu/lc-journal-of-special-education/vol5/iss1/7