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Integrating Classwide Early Literacy Intervention and Behavioral Supports: A Pilot Investigation
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Volpe, Robert J.; Young, Gregory I.; Piana, Maureen G.; Zaslofsky, Anne F. – Journal of Positive Behavior Interventions, 2012
Kindergarten Peer Assisted Learning Strategies and directly teaching and reinforcing behavioral expectations are empirically supported interventions for building early literacy skills and increasing on-task behavior, respectively. Previous research has not investigated the application of both academic and behavior interventions simultaneously to…
Descriptors: Classroom Techniques, Reading Failure, Learning Strategies, Behavior Modification
Response to Intervention: Increasing Fluency, Rate, and Accuracy for Students at Risk for Reading Failure
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Tucker, Christine N. – ProQuest LLC, 2010
Many schools in the United States use the IQ-achievement discrepancy method to identify children with learning disabilities (a significant split between their intelligence and their achievement skills). Unfortunately struggling students who are not identified by this method remain in the regular education setting with no additional supports and…
Descriptors: Reading Difficulties, At Risk Students, Social Change, Grade 4
Response-to-Intervention: Separating the Rhetoric of Self-Congratulation from the Reality of Specific Learning Disability Identification
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Kavale, Kenneth A.; Kauffman, James M.; Bachmeier, Randy J.; LeFever, Gretchen B. – Learning Disability Quarterly, 2008
The policies underlying the specific learning disability (SLD) regulations in the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) are analyzed. The analysis focuses on the Response-to-Intervention (RTI) provision ("if the child responds to scientific, research-based intervention") as a diagnostic model,…
Descriptors: Intervention, Remedial Reading, Early Reading, Learning Disabilities
Using Information from an Early Intervention Program to Enhance Literacy Goals on the Individualized Education Program (IEP)
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O'Connor, Evelyn A.; Yasik, Anastasia E. – Reading Psychology, 2007
The Individuals with Disabilities Education Act requires that an Individualized Education Program (IEP) be developed for each child that receives special education services. To develop the most effective IEP, information is gathered from everyone who has worked with the child. In many schools the child receives early intervention services prior to…
Descriptors: Grade 1, Disabilities, Special Education, Reading Failure