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Intensifying Literacy Instruction in the Context of Tiered Interventions: A View from Special Educators. Literacy Leadership Brief
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Al Otaiba, Stephanie; Lemons, Christopher J.; McMaster, Kristen; Wanzek, Jeanne – International Literacy Association, 2020
Successful implementation of intervention strategies for students having difficulties with reading is highly dependent on teachers' knowledge. Curricula alone do not teach; skilled teachers know how to prioritize learning objectives. For students who are struggling, or who have reading disabilities, including dyslexia, it is vital that teachers…
Descriptors: Literacy Education, Positive Behavior Supports, Reading Difficulties, Dyslexia
The Relationship of Print Reading in Tier I Instruction and Reading Achievement for Kindergarten Students at Risk of Reading Difficulties
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Wanzek, Jeanne; Roberts, Greg; Al Otaiba, Stephanie; Kent, Shawn C. – Learning Disability Quarterly, 2014
For many students at risk of reading difficulties, effective, early reading instruction can improve reading outcomes and set them on a positive reading trajectory. Thus, response-to-intervention models include a focus on a student's Tier I reading instruction as one element for preventing reading difficulties and identifying students with a…
Descriptors: Kindergarten, Reading Achievement, Reading Difficulties, Learning Disabilities
To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First-Grade Response to Intervention in Reading
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Al Otaiba, Stephanie; Connor, Carol M.; Folsom, Jessica S.; Wanzek, Jeanne; Greulich, Luana; Schatschneider, Christopher; Wagner, Richard K. – Exceptional Children, 2014
This randomized controlled experiment compared the efficacy of two response-to-intervention (RTI) models--typical RTI and dynamic RTI--and included 34 first-grade classrooms (n = 522 students) across 10 socioeconomically and culturally diverse schools. Typical RTI was designed to follow the two-stage RTI decision rules that wait to assess response…
Descriptors: Intervention, Comparative Analysis, Control Groups, Experimental Groups
Is a Three-Tier Reading Intervention Model Associated with Reduced Placement in Special Education?
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Wanzek, Jeanne; Vaughn, Sharon – Remedial and Special Education, 2011
Patterns of identification for special education services across three cohorts of students in kindergarten through third grade before and after implementation of a schoolwide, three-tier reading prevention model in one large school district are reported. The first cohort of students represents a historical control group that did not participate in…
Descriptors: Disabilities, Special Education, Student Placement, At Risk Students