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Direct linkBloomquist, Michael L; August, Gerald J.; Lee, Susanne S.; Piehler, Timothy F.; Jensen, Marcia – Journal of Child and Family Studies, 2012
A variety of predictors of parent participation in prevention programming have been identified in past research, but few studies have investigated how those predictors may vary by implementation context. Patterns of parent participation were examined in the Early Risers Conduct Problems Prevention Program using two family-focused service delivery…
Descriptors: Intervention, Low Income, Family Income, Prevention
Weiser, Beverly L. – Learning Disability Quarterly, 2013
The purpose of this study was to determine whether integrating encoding instruction with reading instruction provides stronger gains for students who struggle with reading than instruction that includes little or no encoding. An instructional design model was investigated to best fit the data of 175 first-grade readers at risk for reading…
Descriptors: Pretests Posttests, Measures (Individuals), Reading Comprehension, Progress Monitoring
Lembke, Erica S.; McMaster, Kristen L.; Stecker, Pamela M. – Psychology in the Schools, 2010
The purpose of this article is to describe research-based reading intervention within a Response-to-Intervention (RTI) model, using prevention science as a context. First, RTI is defined and a rationale is provided for its use in improving the reading performance of all students, particularly those students identified as at risk for…
Descriptors: Reading Difficulties, Intervention, Reading Research, Prevention
Rusby, Julie C.; Taylor, Ted K.; Foster, E. Michael – Psychology in the Schools, 2007
School discipline referrals (SDRs) may be useful in the early detection and monitoring of disruptive behavior problems to inform prevention efforts in the school setting, yet little is known about the nature and validity of SDRs in the early grades. For this descriptive study, SDR data were collected on a sample of first grade students who were at…
Descriptors: High Risk Students, Grade 1, Prevention, Identification
Herman, Keith C.; Lambert, Sharon F.; Reinke, Wendy M.; Ialongo, Nicholas S. – Journal of Counseling Psychology, 2008
The present study investigated the role of low academic competence in the emergence of depressive cognitions and symptoms. Structural equation modeling was conducted on a longitudinal sample of African American boys (n = 253) and girls (n = 221). Results supported the hypothesized path models from academic competence in 1st grade to depressive…
Descriptors: Females, Structural Equation Models, Prevention, Psychologists
Download full textPowell, Sarah R.; Seethaler, Pamela M. – National Center on Student Progress Monitoring, 2007
The purpose of this case study is to highlight the integral role that progress monitoring (PM) plays throughout any Response to Intervention (RTI) process. This example uses a three-level, responsiveness-to-intervention (RTI) method for identifying students with learning difficulties. Using a fictional first-grade classroom as the setting for…
Descriptors: Prevention, Learning Problems, Intervention, Case Studies
Haager, Diane, Ed.; Klingner, Janette, Ed.; Vaughn, Sharon, Ed. – Brookes Publishing Company, 2007
In this volume, highly regarded authors in the field of reading research share what they know about today's hottest topic in education--Response to Intervention (RTI), the key to helping struggling students "before they fall behind." More than 30 expert contributors reveal what the latest research says about RTI's Three-Tier Approach:…
Descriptors: Grade 1, Early Reading, Reading Research, Prevention
Healy, Krista; Vanderwood, Mike; Edelston, Danielle – California School Psychologist, 2005
As part of a three tier prevention model, first grade students in a large urban school district were screened with measures of phonological awareness and nonsense word fluency to determine those in need of a Tier 2 reading intervention. The 15 lowest performing English language learner (ELL) students were selected and received a manualized…
Descriptors: Urban Schools, Reading Difficulties, Intervention, Phonological Awareness
