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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
Using Information from the Reading Recovery Program within a Response-to-Intervention Framework
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O'Connor, Evelyn A.; Yasik, Anastasia E. – Communique, 2015
The Individuals with Disabilities Act (IDEA) requires that decisions about a student's eligibility for special education services be based on more than one procedure. Futhermore, the reauthorization of IDEA in 2004, known as the Individuals with Disabilities Education Improvement Act (IDEIA), indicated that traditional assessments are not required…
Descriptors: Disabilities, Educational Legislation, Equal Education, Federal Legislation
Adapting an Evidence-Based Reading Comprehension Strategy for Learners with Autism Spectrum Disorder
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Whalon, Kelly; Hart, Juliet E. – Intervention in School and Clinic, 2011
Reading is a critical skill for student success in school and postschool opportunities. Although a number of children with autism spectrum disorder (ASD) will develop the decoding skills necessary to read text, many will continue to struggle with reading comprehension. No Child Left Behind (NCLB) and the Individuals with Disabilities Education…
Descriptors: Reading Comprehension, Federal Legislation, Autism, Decoding (Reading)
Measurement of Educational Progress in the Context of Local Demographics: Using General Outcome Measurement as a Basis for the Development and Use of Local Norms
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Koehler-Hak, Kathrine M. – Preventing School Failure, 2014
General outcome measurement, a specific type of formative evaluation, can be used to assess progress toward long-term academic goals. Curriculum-based measurement is a widely used type of general outcome measurement. When used to develop local norms, curriculum-based measurement data are helpful in making individual student and systems-level…
Descriptors: Outcome Measures, Curriculum Based Assessment, Formative Evaluation, Progress Monitoring
Introduction to Response to Intervention: What, Why, and How Valid Is It?
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Fuchs, Douglas; Fuchs, Lynn S. – Reading Research Quarterly, 2006
On December 3, 2004, President Bush signed into law the Individuals with Disabilities Education Improvement Act (IDEA, 2004). The revised law is different from the previous version in at least one important respect. Whereas practitioners were previously encouraged to use IQ-achievement discrepancy to identify children with learning disabilities…
Descriptors: Early Intervention, Learning Disabilities, Intelligence Quotient, Legislation