Teachers' implementation of differentiated supplemental instruction is critical to help students with or at risk for reading-related disabilities acquire early reading and vocabulary skills. This study represents an initial investigation of whether classroom teachers' intervention fidelity (exposure, adherence, and quality) of targeted reading…

In this technical report, implementation strategies from the first two years of Project ICEBERG exploration are described. Over this period of time, a new preschool assessment, curricular activity, and teacher training tool called the Learning Receptiveness Assessment-Greenhouse application, was iteratively developed, refined, and piloted to…

Teachers may feel uncertain about how to ensure that all students, including students with identified disabilities, those at risk for learning disabilities, and English learners, achieve the Common Core State Standards (CCSS) in vocabulary. At the same time, they are also searching for practical, concrete ideas for incorporating the CCSS in the…

This article provides suggestions for teachers and practitioners on vocabulary activities that can help kindergarteners attain the vocabulary standards proposed by the Common Core State Standards (CCSS). The activities and examples included in the paper stem from an efficacy study I recently conducted with Dr. Michael Coyne and colleagues with…

This study examined how general education teachers perceive the effectiveness of the Response to Intervention (RtI) approach to instruction in identifying students with learning disabilities early. The study also examined how these perceptions impact and influence general education teachers' ability to successfully implement RtI in the classroom.…

Marking major changes in professional role performance, response to intervention (RTI) is now in the Individuals with Disabilities Education Act (IDEA, 2004) as a possible method to improve the identification of specific learning disabilities. Moreover, RTI and related concepts and initiatives have fundamentally influenced more general methods of…

The use of the term "response to intervention" focuses on its potential utility for diagnosis of learning disabilities. In this context, "response to intervention" can be understood as a diagnostic approach for determining which students are entitled to special educational services. It is important to notice that the validity of the RTI diagnostic…

Considerable variation exists across response-to-intervention (RTI) approaches. There is currently insufficient research on outcomes associated with these different RTI approaches to inform decision-making. However, school psychologists who are asked to work within an RTI model need guidance to select an approach that has a high likelihood of…