ABSTRACT
The ability to access text is a prerequisite to reading comprehension and so it is vitally important to the academic success of all students. Most students will respond to reading instruction that is provided in the general education classroom; however, even high-quality instruction and interventions will not be effective for some students. Further, the reading problems of students in the elementary grades will be compounded over time as they face higher-level literacy demands in the upper grades (Biancarosa & Snow, 2006).
