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Elizabeth L. Jaeger – Reading & Writing Quarterly, 2024
Educators have, to this point, largely viewed the Common Core State Standards (CCSS) and Response to Intervention (RtI) as important but unrelated initiatives. This view is problematic because it fails to acknowledge the potential for RtI to support readers who struggle to meet sophisticated standards and because it fails to attend to ways in…
Descriptors: Common Core State Standards, Response to Intervention, Academic Standards, Reading Difficulties
Marianne N. Vines – ProQuest LLC, 2024
Research has been conducted on the science of reading and how students learn to read. This knowledge has not increased reading achievement in middle school. Reading scores in grades 6-8 across America are declining. The gap for students with disabilities is widening. Luhmann's Systems Theory provided a framework for understanding an organization…
Descriptors: Middle School Students, Middle School Teachers, Reading Ability, Reading Comprehension
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O'Connor, Kim; Solity, Jonathan – Educational Psychology in Practice, 2020
When determining whether or not children have a difficulty in learning, the quality of instruction they have received during their school career must be excluded as a possible explanation for their lack of progress. To this end, educational psychologists (EPs) have for some time adopted a model of response to intervention known as…
Descriptors: Response to Intervention, Low Achievement, Elementary School Students, Student Evaluation
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Rackaway, Andrea – Academic Leadership Journal in Student Research, 2013
The Multi-Tier System of Supports (MTSS) is an evolutionary educational method recently introduced to schools in Kansas. As part of an ongoing investigation into the deployment and effectiveness of the MTSS system, this pilot study established initial participation rates in the program. This project sought to define the incidence rate among males…
Descriptors: Teacher Surveys, Elementary School Teachers, Public School Teachers, Benchmarking
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Thompson, Carla J. – Journal of Educational Research and Practice, 2012
Improving student performance for high-need student populations by improving the use of data in decision-making for early reading intervention programs in northwest Florida is the focus of this research to practice effort. The study is conceptually based on using a relational-feedback intervention (RFI) database model in early learning…
Descriptors: Early Intervention, Reading Instruction, Reading Programs, Data Collection