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Special Education in a 4-Year Response to Intervention (RtI) Environment: Characteristics of Students with Learning Disability and Grade of Identification
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O'Connor, Rollanda E.; Bocian, Kathleen M.; Beach, Kristen D.; Sanchez, Victoria; Flynn, Lindsay J. – Learning Disabilities Research & Practice, 2013
This 4-year longitudinal research was designed to study special education determinations of students who participated in Tier 2 intervention in a Response to Intervention (RtI) model focused on reading across Grades 1-4. We compared identification rates for learning disabilities (LD) and student characteristics of 381 students the year prior to…
Descriptors: Special Education, Response to Intervention, Longitudinal Studies, Reading Instruction
Special Education in a Four-Year Response to Intervention (RtI) Environment: Characteristics of Students with Learning Disability and Grade of Identification
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O'Connor, Rollanda E.; Bocian, Kathleen M.; Beach, Kristen D.; Sanchez, Victoria; Flynn, Lindsay J. – Grantee Submission, 2013
This four-year longitudinal research was designed to study special education determinations of students who participated in Tier 2 intervention in a Response to Intervention (RtI) model focused on reading across Grades 1 through 4. We compared identification rates for learning disabilities and student characteristics of 381 students the year prior…
Descriptors: Comparative Analysis, Effect Size, Elementary School Students, English Language Learners
Access to a Responsiveness to Intervention Model: Does Beginning Intervention in Kindergarten Matter?
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O'Connor, Rollanda E.; Bocian, Kathleen M.; Sanchez, Victoria; Beach, Kristen D. – Journal of Learning Disabilities, 2014
In this study, we tested the outcomes of access to a response to intervention (RtI) model in kindergarten or in first grade on end-of-Grade-2 reading achievement and placement in special education. Across five schools, 214 students who began having access to Tier 2 intervention in kindergarten or first grade were compared in Grades 1 and 2 with…
Descriptors: Response to Intervention, Kindergarten, Young Children, Models
Access to a Responsiveness to Intervention Model: Does Beginning Intervention in Kindergarten Matter?
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
O'Connor, Rollanda E.; Bocian, Kathleen M.; Sanchez, Victoria; Beach, Kristen D. – Grantee Submission, 2014
In this study, we tested the outcomes of access to a Response to Intervention (RtI) model in kindergarten or in first grade on end-of-Grade-2 reading achievement and placement in special education. Across five schools, 214 students who began having access to Tier 2 intervention in kindergarten or first grade were compared in Grades 1 and 2 with…
Descriptors: Response to Intervention, Kindergarten, Young Children, Models