ABSTRACT
Much of what we know about reading development and interventions with the typically developing population has been summarized in “The Report of the National Reading Panel: Teaching Children to Read” (National Reading Panel, 2000). This seminal document was the result of over two years’ work reviewing research-based knowledge on reading instruction, conducted at the request of Congress. This document summarizes what we know about reading development and interventions with
typically developing students in terms of the fi ve primary reading components: phonemic awareness, phonics, fl uency, vocabulary, and comprehension. In understanding typical reading development, we can better meet the needs of students with disabilities who are experiencing diffi culty in reading.
