Publication Date
In 2025 | 1 |
Since 2024 | 1 |
Since 2021 (last 5 years) | 5 |
Since 2016 (last 10 years) | 26 |
Since 2006 (last 20 years) | 56 |
Descriptor
At Risk Students | 56 |
Response to Intervention | 56 |
Teaching Methods | 56 |
Intervention | 23 |
Elementary School Students | 17 |
Program Effectiveness | 15 |
Comparative Analysis | 11 |
Grade 1 | 11 |
Learning Disabilities | 11 |
Reading Difficulties | 11 |
Reading Instruction | 11 |
More ▼ |
Source
Author
Fien, Hank | 5 |
Smolkowski, Keith | 5 |
Clarke, Ben | 4 |
Doabler, Christian T. | 4 |
Fuchs, Douglas | 4 |
Fuchs, Lynn S. | 4 |
Baker, Scott K. | 3 |
Abramson, Rebecca | 2 |
Baker, Scott | 2 |
Cary, Mari Strand | 2 |
Connor, Carol M. | 2 |
More ▼ |
Publication Type
Journal Articles | 35 |
Reports - Research | 29 |
Dissertations/Theses -… | 9 |
Reports - Descriptive | 9 |
Reports - Evaluative | 6 |
Books | 2 |
Guides - Non-Classroom | 2 |
Collected Works - General | 1 |
Opinion Papers | 1 |
Tests/Questionnaires | 1 |
Education Level
Elementary Education | 24 |
Early Childhood Education | 17 |
Grade 1 | 13 |
Primary Education | 12 |
Elementary Secondary Education | 10 |
Grade 3 | 9 |
Kindergarten | 9 |
Grade 2 | 6 |
Middle Schools | 6 |
Grade 4 | 5 |
Preschool Education | 5 |
More ▼ |
Audience
Administrators | 2 |
Practitioners | 1 |
Teachers | 1 |
Location
Wisconsin (Milwaukee) | 2 |
California | 1 |
Delaware | 1 |
Florida | 1 |
Massachusetts | 1 |
Minnesota | 1 |
New York | 1 |
North Dakota | 1 |
Oregon | 1 |
Saudi Arabia | 1 |
Texas | 1 |
More ▼ |
Laws, Policies, & Programs
Individuals with Disabilities… | 3 |
No Child Left Behind Act 2001 | 3 |
Individuals with Disabilities… | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Meets WWC Standards without Reservations | 2 |
Meets WWC Standards with or without Reservations | 2 |
Does not meet standards | 3 |
Emily R. DeFouw; Melissa A. Collier-Meek; Brian Daniels; Robin S. Codding; Margarida Veiga – Journal of Applied School Psychology, 2025
For schools implementing Response-to-Intervention, it is important to understand how to efficiently intensify interventions. Treatment intensity, or intervention design, is a critical yet overlooked and understudied aspect in math. More frequent dosage results in greater student gains. However, questions remain regarding how teaching episodes…
Descriptors: Mathematics Instruction, Teaching Methods, Outcomes of Education, Response to Intervention
Van Norman, Ethan R. – Educational Measurement: Issues and Practice, 2023
Sophisticated analytic strategies have been proposed as viable methods to improve the quantification of student improvement and to assist educators in making treatment decisions. The performance of three categories of latent growth modeling techniques (linear, quadratic, and dual change) to capture growth in oral reading fluency in response to a…
Descriptors: Evaluation Methods, Student Reaction, Teaching Methods, Structural Equation Models
Bouck, Emily C.; Long, Holly; Jakubow, Larissa – Investigations in Mathematics Learning, 2021
Research exists on mathematical interventions to support elementary students experiencing mathematical difficulties, yet little examines the provision of such interventions within an online learning environment. This study explored the online delivery of the virtual-representational-abstract (VRA) instructional sequence, taught via explicit…
Descriptors: Mathematics Instruction, Teaching Methods, Problem Solving, Subtraction
Blake, Theodell J. – ProQuest LLC, 2019
Schools in Florida used the multitiered system of support response to intervention framework to help students achieve the state and national standards but, in the national report card, 61% of the fourth-graders assessed in mathematics failed to achieve proficiency. Research indicated that the students lacked mathematical word problem-solving…
Descriptors: Positive Behavior Supports, Response to Intervention, Mathematics Teachers, Mathematics Instruction
Thaha Abdullateef, Shifan – Reading & Writing Quarterly, 2023
EFL Learning is considered an enriching and rewarding experience for most 'normal' learners. However, for learners with neurological differences/learning disabled, it can be a stressful and unpleasant experience. Students with learning disabilities (SLD) are often mistaken for slow, behind, incapable, and failures as there is a lack of awareness…
Descriptors: Learning Disabilities, English (Second Language), Second Language Learning, Second Language Instruction
Caldwell, Desiree' D. – ProQuest LLC, 2018
Middle school students continue to fall below the Proficient level of state standards in the area of literacy. Response to Intervention (RTI) was introduced to provide teachers of all grades and subject areas the necessary steps to aid at-risk students in their classrooms. Due to the lack of specific guidelines for RTI, some teachers implement the…
Descriptors: Middle School Students, At Risk Students, Reading Instruction, Response to Intervention
Siegel, Velvet V. – ProQuest LLC, 2019
Through the Individuals with Disabilities Education Improvement Act (IDEA) 2004, Congress calls for all states to identify students who are at risk for reading difficulties and then to use research-based instruction techniques appropriate for the child's needs, delivered by highly qualified teachers to educate all children. Response to…
Descriptors: Response to Intervention, Reading Difficulties, Middle School Students, Public Schools
Sonju, Bob; Kramer, Sharon V.; Mattos, Mike; Buffum, Austin – Solution Tree, 2019
Research is conclusive: response to intervention (RTI) is the best way to intervene when students struggle in school. Also known as a multitiered system of support (MTSS), the RTI process ensures every student receives the additional time and support needed for academic success. A companion to Best Practices at Tier 1, this guide provides…
Descriptors: Best Practices, Response to Intervention, At Risk Students, Student Needs
Wang, Amber Y.; Fuchs, Lynn S.; Fuchs, Douglas; Gilbert, Jennifer K.; Krowka, Sarah; Abramson, Rebecca – Journal of Learning Disabilities, 2019
The purpose of this study was to explore the efficacy of fractions intervention with and without an embedded self-regulation (SR) component for third-grade students at risk for mathematics disabilities. Fractions intervention focused on magnitude understanding and word problems. Embedded SR was designed to support a growth mindset (fostering…
Descriptors: Mathematics Instruction, Self Management, Elementary School Students, Grade 3
Burke, Lisa; Poll, Gerard; Fiene, Judy – Learning Disabilities: A Contemporary Journal, 2017
Seventh grade students, varying in their literacy skills, from a suburban middle school in the United States were taught an expository writing strategy using the Self-Regulated Strategy Development approach. Using an AB design, the students participated in an eight-session expository writing intervention that taught the writing process. The…
Descriptors: Expository Writing, Writing Strategies, Middle School Students, Response to Intervention
Wang, Amber Y.; Fuchs, Lynn S.; Fuchs, Douglas; Gilbert, Jennifer K.; Krowka, Sarah; Abramson, Rebecca – Grantee Submission, 2019
The purpose of this study was to explore the efficacy of fractions intervention with and without an embedded self-regulation (SR) component for third-grade students at risk for mathematics disabilities. Fractions intervention focused on magnitude understanding and word problems. Embedded SR was designed to support a growth mindset (fostering…
Descriptors: Mathematics Instruction, Self Control, Grade 3, Elementary School Students
Fuchs, Douglas; Fuchs, Lynn S. – Theory Into Practice, 2016
Classroom research on adaptive teaching indicates few teachers modify instruction for at-risk students in a manner that benefits them. Responsiveness-To-Intervention, with its tiers of increasingly intensive instruction, represents an alternative approach to adaptive instruction that may prove more workable in today's schools.
Descriptors: Response to Intervention, Systems Approach, Instructional Innovation, Classroom Research
Coyne, Michael D.; McCoach, D. Betsy; Ware, Sharon; Austin, Christy R.; Loftus-Rattan, Susan M.; Baker, Doris L. – Exceptional Children, 2019
We investigated whether individual differences in overall receptive vocabulary knowledge measured at the beginning of the year moderated the effects of a kindergarten vocabulary intervention that supplemented classroom vocabulary instruction. We also examined whether moderation would offset the benefits of providing Tier-2 vocabulary intervention…
Descriptors: Individual Differences, Vocabulary Development, Receptive Language, Kindergarten
Massengale, CoCo; Choi, Linda; O'Day, Jennifer; Knudson, Joel – California Collaborative on District Reform, 2020
The COVID-19 pandemic has highlighted, and in many cases exacerbated, disparities among students that result from their socioeconomic status, language background, race and ethnicity, and disability classification. Now more than ever, school systems need to understand student needs and respond with targeted supports that address these needs. One…
Descriptors: Equal Education, School Districts, Special Education, Students with Disabilities
Golloher, Andrea N.; Whitenack, David A.; Simpson, Lisa A.; Sacco, Donna – Insights into Learning Disabilities, 2018
National Assessment of Educational Progress (NAEP) data reveal that students with disabilities who are emergent bilinguals (English language learners) have the lowest levels of proficiency in reading and mathematics among all student groups. We consider issues related to the instruction of emergent bilinguals, including those identified as having…
Descriptors: Bilingualism, Response to Intervention, Learning Disabilities, Faculty Development