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Direct linkRielke 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
Jenkins, Joseph R.; Schiller, Ellen; Blackorby, Jose; Thayer, Sara Kalb; Tilly, W. David – Learning Disability Quarterly, 2013
This article describes how a purposeful sample of 62 elementary schools from 17 states implemented a Response to Intervention (RtI) framework for reading. School informants answered surveys and were interviewed about differentiated instruction in Tier 1, screening/benchmarking, where Tier 2 interventions were located, typical group size and the…
Descriptors: Disabilities, Individualized Instruction, Response to Intervention, Benchmarking
Basham, James D.; Israel, Maya; Graden, Janet; Poth, Rita; Winston, Markay – Learning Disability Quarterly, 2010
Response to intervention (RtI) provides tiered levels of supports to all students and allows for increasingly more intensive and individualized instruction. Similarly, universal design for learning (UDL) addresses needs of students by proactively planning for instructional, environmental, and technology supports to allow all students to…
Descriptors: Response to Intervention, Access to Education, Teaching Methods, Instructional Design
