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Direct linkTruckenmiller, Adrea J.; Brehmer, Julie S. – Reading & Writing Quarterly, 2021
Implementation of Tier 2 or supplemental reading intervention for students who struggle with reading in elementary schools is a nearly universal practice in the United States. Resources exist for assisting schools with selecting evidence-based interventions. However, there are many more explicit and implicit decisions that schools make when…
Descriptors: Reading Instruction, Supplementary Education, Intervention, Elementary School Students
Elaine Wang; John Pane; Nancy Nelson; Marissa Suhr; Hank Fien – Society for Research on Educational Effectiveness, 2024
Background/Context: Reading achievement declined drastically during the COVID-19 pandemic (Bailey et al., 2021). One report suggests more than one-third of fourth-grade students cannot read at a basic level and access to effective literacy instruction is particularly limited for minority students and students with learning disabilities (Ellis et…
Descriptors: Reading Instruction, Reading Difficulties, Students with Disabilities, COVID-19
Lemons, Christopher J.; Kearns, Devin M.; Davidson, Kimberly A. – TEACHING Exceptional Children, 2014
Students with persistent and severe reading difficulties pose a significant challenge for educators. The primary purpose of this article is to provide a detailed demonstration of data-based individualization (DBI) implementation in the area of reading. Also provided are various resources a teacher may access to learn more about the instructional…
Descriptors: Individualized Instruction, Reading Instruction, Intervention, Reading Difficulties
Jaeger, Elizabeth L. – Reading Teacher, 2016
This article describes a Tier 2 intervention program for fourth graders that is well suited to supporting implementation of the Common Core State Standards. Screening assessments and miscue analyses were used to clarify students' strengths and challenges. Students then attended only classes that were suited to their particular literacy needs,…
Descriptors: Elementary School Students, Grade 4, Response to Intervention, Program Implementation
Download full textClarke, Brandy L.; Knoche, Lisa L.; Abbott, Mary I.; Sheridan, Susan M.; Carta, Judith J.; Sjuts, Tara S. – Nebraska Center for Research on Children, Youth, Families and Schools, 2014
The primary objective of this development study was to develop and pilot a three-tiered prevention model (universal, targeted, individualized) in early education for children at risk of reading difficulties. The aims of this study were to: (1) Define and develop a Pre-3T model to address the early literacy and language needs of young children in…
Descriptors: Prevention, Preschool Children, Preschool Education, At Risk Students
Pyle, Nicole; Vaughn, Sharon – Psychology in the Schools, 2012
The research on Response to Intervention (RtI) with secondary students is scant; however, a recently conducted, multiyear, large-scale implementation of RtI with middle-school students provides findings that inform practices and future directions for research. This article provides an overview of the findings from each of the 3 years of an…
Descriptors: Reading Instruction, Response to Intervention, Reading Difficulties, Remedial Instruction
Nebraska Department of Education, 2009
The practice guide, "Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades," offers five specific recommendations to help educators identify struggling readers and implement evidence-based strategies to promote their reading achievement. This brief summary report…
Descriptors: Reading Difficulties, At Risk Students, Response to Intervention, Screening Tests
