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The Early Prevention of Mathematics Difficulty: Its Power and Limitations
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Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L. – Journal of Learning Disabilities, 2012
In this article, the authors consider the power and limitations of responsiveness-to-intervention (RTI) for reducing the need for ongoing and intensive services for the segment of the school population traditionally identified as having a learning disability in mathematics. To assess the robustness of RTI, the authors describe four studies with…
Descriptors: Achievement Gap, Mathematics Curriculum, Learning Disabilities, Mathematics Instruction
A Synthesis of Read-Aloud Interventions on Early Reading Outcomes among Preschool through Third Graders at Risk for Reading Difficulties
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Swanson, Elizabeth; Vaughn, Sharon; Wanzek, Jeanne; Petscher, Yaacov; Heckert, Jennifer; Cavanaugh, Christie; Kraft, Guliz; Tackett, Kathryn – Journal of Learning Disabilities, 2011
A synthesis and meta-analysis of the extant research on the effects of storybook read-aloud interventions for children at risk for reading difficulties ages 3 to 8 is provided. A total of 29 studies met criteria for the synthesis, with 18 studies providing sufficient data for inclusion in the meta-analysis. Read-aloud instruction has been examined…
Descriptors: Reading Difficulties, Story Reading, Early Reading, Phonological Awareness