Tavarez, Katherine2016-07-212016-07-212016-07-20http://hdl.handle.net/11603/3089The purpose of this study was to determine whether early reading intervention programs can improve reading deficits in middle school for children with disabilities. The measurement tool that was used was the Peabody Individual Assessment Revised or the PIAT-R for a post-test on each student in the study. Achievement differences were noted between those who had received early reading intervention and those who did not. The major threat to validity was that there was no pre-test for this study. Research should continue to assess how students with disabilities could benefit from early reading interventions.22 p.en-USCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.Attribution-NonCommercial-NoDerivs 3.0 United Statesreading deficitsspecial educationearly interventionEducation -- Research papers (Graduate).Reading (Middle school) -- Research.Children with disabilities -- Reading -- Standards.Children with disabilities -- Reading (Middle school) -- Ability testing.Text