We provided a multicomponent academic vocabulary intervention to six English learners with learning difficulties in a fifth-grade general education setting. A multiple probe design across word sets and replicated across students evaluated the effects of the intervention on students' use of expressive language to read and define content-specific…

As a result of highly specific phonic lessons, reading performance was increased by three years over a three month period. (Author)

An alternating-treatments design was used to investigate the relative efficacy of three error-correction procedures on the oral reading of four learning disabled middle school students. Results indicated that a drill procedure was more effective and efficient than a word-supply procedure and a phonic-drill rehearsal strategy. (Author)

Using an extant database, we examined three grade 1 criteria for identifying response to intervention (RTI) in English language learners (ELLs): (a) set benchmark criteria with a standard score above 95 (37th %ile) on both decoding and comprehension measures and a raw score of 40 or more correct words per minute (CWPM) on oral reading fluency; (b)…