"Have We Forsaken Reading Theory in the Name of "Quick Fix" Interventio" by Donald L. Compton, Amanda C. Miller et al. Home Search Browse Collections My Account About Digital Commons Network™ Skip to main content ePublications at Regis University My Account FAQ About Home < Previous Next > Home > FACULTY_PUBS > FACULTYPUBS > 670 Regis University Faculty Publications (comprehensive list) Title Have We Forsaken Reading Theory in the Name of "Quick Fix" Interventions for Children With Reading Disability? Authors Donald L. Compton, Vanderbilt University Amanda C. Miller, Regis University Amy M. Elleman, Middle Tennessee State University Laura M. Steacy, Vanderbilt University Document Type Article Publication Date 1-1-2014 Abstract Our contribution to this special issue on reading theory questions the effectiveness of the prevailing interventions intended to improve word-reading and reading comprehension skills in children with reading disability (RD). Our hypothesis is that we as a field may have inadvertently diluted reading theory in ways that compromise the power of intervention programs. For both word reading and reading comprehension we argue that current intervention programs target instruction at a knowledge level below that which is necessary to foster reading skill development that is "generative" in children with RD. Further, we contend that current interventions for children with RD fail to mimic and promote the inductive learning mechanisms that characterize typical reading development. Thus, we return to reading theory in an attempt to identify ways that current interventions may be reconceptualized to treat word-reading and reading comprehension deficits. In doing so, we call for the development of a new generation of reading interventions that target the fundamental knowledge structures and learning mechanisms known to support typical reading development. © 2014 Copyright 2014 Society for the Scientific Study of Reading. Recommended Citation Compton, Donald L.; Miller, Amanda C.; Elleman, Amy M.; and Steacy, Laura M., "Have We Forsaken Reading Theory in the Name of "Quick Fix" Interventions for Children With Reading Disability?" (2014). Regis University Faculty Publications (comprehensive list). 670. https://epublications.regis.edu/facultypubs/670 This document is currently not available here. DOWNLOADS Since October 22, 2021 Share COinS Browse Collections Disciplines Authors Theses and Capstone Projects Expert Gallery Search Enter search terms: Select context to search: in this series in this repository across all repositories Advanced Search Notify me via email or RSS Author Corner Author FAQ Submit Research Digital Commons Home | About | FAQ | My Account | Accessibility Statement Privacy Copyright