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Category: intervention
- 1/1/07 - Torgesen, J. K., Houston, D. D. , Rissman, L. M. , Decker, S. M. , Roberts, G. , Vaughn, S. , Wexler, J., Francis, D. J. , Rivera, M. O., Lesaux, N.
This document developed by the Center on Instruction's Reading, Special Education and ELL Strands makes recommendations for improving literacy-related instruction in the content areas or across the entire school day, interventions for students reading below grade level, and recommendations for supporting literacy development in adolescent English language learners. - 1/1/09 - Yuri Kashima, Bridget Schleich, Terry Spradlin
Response to Intervention (RTI) is a school-wide, integrative approach to instruction and intervention that provides a continuum of services to all students, both within general and special education (Martinez, Nellis, & Prendergast,2006). Further, RTI focuses on the frequent monitoring of student progress using formative* and summative*1 assessments, and providing students with differentiated and evidence-based classroom instruction. Thus, RTI can be viewed as a framework of service delivery... - 1/1/07 - Scammacca, N., Roberts, G., Vaughn. S. , Edmonds, M. , Wexler, J., Reutebuch, C. K., Torgesen, J. K.
This 2007 brief is a meta-analysis of thirty-one studies on interventions targeting adolescents struggling with reading. Specifically, it looks at how effective interventions are for struggling adolescent readers, what the specific impact of reading interventions are on reading comprehension, and what specific impact reading interventions have for students with learning disabilities. The analysis further categories study findings depending on the type of reading intervention, the grade... - 1/1/07 - Fuchs, L.S.
The National Research Center on Learning Disabilities (NRCLD) has completed two large studies to look at how responsiveness to intervention (RTI) works at the first-grade level for preventing and identifying specific learning disabilities (SLD) in reading and math. The purpose of this report is to help professionals and parents understand what RTI is, to explain how NRCLD’s findings are helping schools use RTI, and to answer questions often asked about how RTI can be used in the SLD... - 1/1/06 - Deb Albus, Shyyan, V., Thurlow, M.
The current study, an online survey about instructional strategies for ELLs with disabilities, was designed to build on the findings of the previous study about educator perceptions of instructional strategies. Although the current study did not use consensus building methods, it was similarly designed to obtain educators’ perspectives about instructional strategies for reading, mathematics, and science. This survey, in contrast to the previous study, included a broader range than only... - 1/1/09 - Anindita Sen, Stephanie Burns, David C. Miller
The Progress in International Reading Literacy Study (PIRLS) assesses the reading achievement of fourth-graders and collects data on their teachers’ reading instruction practices and strategies. Presenting data from the United States and the 44 other jurisdictions that participated in PIRLS 2006, this Statistics in Brief describes international patterns in the strategies reported by teachers to help fourth-graders falling behind in reading. These strategies include: (a) waiting to see if... - 1/1/09 - Yuri Kashima, Bridget Schleich, Terry Spradlin
According to a statewide RTI survey of Indiana educators administered by CEEP in January of 2009, 85.2% of respondents indicated that their school is either conceptualizing their RTI framework or in the initial stage of implementation. Thus, the current report examines in greater depth the first three core components of the RTI framework to support schools in their implementation and understanding of: evidence-based core curriculum, instruction, intervention and extension; assessment and... - 1/1/09 - Yuri Kashima, Bridget Schleich, Terry Spradlin
Response to Intervention (RTI) is a framework of service delivery for addressing the needs of all students (within both general and special education) by embedding best practice and differentiated, evidence-based instruction in the classroom, and using scientific, researchbased intervention (IDOE, 2009). Indiana’s Vision of Response to Intervention, the first Special Report in this three-part series issued by the Center for Evaluation & Education Policy (CEEP), introduced the RTI framework... - 1/1/09 - Alison Rebeck Black , Marie-Andrée Somers , Fred Doolittle , Rebecca Unterman , Jean Baldwin Grossman
The report, The Evaluation of Enhanced Academic Instruction in After-School Programs: Final Report, includes two parallel impact studies, a math program study ("Mathletics" developed by Harcourt School Publishers) and a reading program study ("Adventure Island" developed by the Success for All Foundation) in which students attending an afterschool program are assigned by lottery to either receive the structured academic programming or the after-school programming regularly offered. For each... - 1/1/07 - Apthorp, H., Clark, T.
This review sought to locate and summarize findings from rigorous, scientifically based studies of the effectiveness of strategy instruction-teaching students to use and articulate strategies that foster active, competent, self-regulated, and intentional learning-for helping struggling high school students improve their reading comprehension. The goal was to address information needs in the Central Region by identifying evidence-based practices intended to help high school teachers teach...
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