Publication Date
| In 2025 | 2 |
Descriptor
Source
| Learning Disability Quarterly | 2 |
Author
| Brandon J. Wood | 1 |
| Emmelien Merchie | 1 |
| Hilde Van Keer | 1 |
| Kim Van Ammel | 1 |
| Rielke Bogaert | 1 |
| Wendy S. Cochrane | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
| Elementary Education | 1 |
| Grade 5 | 1 |
| Grade 6 | 1 |
| Intermediate Grades | 1 |
| Middle Schools | 1 |
Audience
Location
| Belgium | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkWendy S. Cochrane; Brandon J. Wood – Learning Disability Quarterly, 2025
This study examined intervention fidelity (IF) and the extent to which this essential feature of response to intervention (RtI) was included within artifacts (laws and guidance documents) for states requiring RtI for specific learning disability (SLD) identification. Intervention fidelity is defined as the degree to which an intervention is…
Descriptors: Special Education, Learning Disabilities, Response to Intervention, Fidelity
Rielke Bogaert; Emmelien Merchie; Kim Van Ammel; Hilde Van Keer – Learning Disability Quarterly, 2025
Because reading comprehension is an important skill that many students struggle with, there is an urgent need to foster it. Few studies have investigated effective comprehension practices within a response-to-intervention design. Therefore, this study investigated the impact of a Tier 1 intervention implemented for 10 weeks on 491 Flemish fifth…
Descriptors: Elementary School Students, Grade 5, Grade 6, Response to Intervention
