The relationship between learning disabilities and behavior disorders is well documented and has led to the development of integrated interventions that target both academic and behavior deficits in elementary students. This paper describes the rationale, development, and implementation of an integrated academic-behavior intervention called…

The appendices accompany the full report "Using Bayesian Meta-Analysis to Explore the Components of Early Literacy Interventions. WWC 2023-008," (ED630495), which pilots a new taxonomy developed by early literacy experts and intervention developers as part of a larger effort to develop standard nomenclature for the components of literacy…

Reading comprehension and fluency issues are the most significant challenges facing adult, developmental reading students in community colleges. While a great deal of focus has been on improving developmental reading instruction, there is a lack of attention, and research, on how to best improve students' actual reading. Self-selected reading…

Progress monitoring, one of the essential components of Response to Intervention (RTI), is characterized by repeated measurement of academic performance that is conducted at least monthly. The process may be used to assess students' academic performance over time, to quantify student rates of improvement or responsiveness to instruction, and to…

The National Association of State Directors of Special Education (NASDSE, 2005) defines response to intervention (RTI) as the practice of providing high-quality instruction and intervention based on a student's needs, changing instruction and/or goals through frequent monitoring of progress, and applying the student response data to important…

As teachers, administrators, and members of intervention teams use student performance data to inform instructional decisions and monitor implementation of tiered instruction in a Response to Intervention (RTI) model, assuring fidelity of implementation or treatment integrity continues to be a challenge. This article describes how one school…

Describes how one elementary school developed and carried out the Million Minute Reading Incentive Program over the course of the 1996-97 school year to improve reading fluency in class and encourage students to read more at home. (SR)

The Mukilteo (Washington) School District developed an assessment plan to provide reliable feedback on primary students' reading performance, allow documentation of student progress over time, and enlighten parents. Collaborating with the University of Washington, the district decided to employ timed oral reading fluency measures to screen all K-3…