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Direct linkBuckingham, Jennifer; Wheldall, Kevin; Beaman-Wheldall, Robyn – Australasian Journal of Special Education, 2014
In a response to intervention (RtI) model, reading is taught in increasingly intensive tiers of instruction. The aim of the study was to examine the efficacy of a Tier-2 (small group) literacy intervention for young struggling readers. This article focuses on the second phase of a randomised control trial involving 14 students in kindergarten as…
Descriptors: Response to Intervention, Small Group Instruction, Reading Instruction, Reading Difficulties
Buckingham, Jennifer; Wheldall, Kevin; Beaman, Robyn – Australian Journal of Learning Difficulties, 2012
The response-to-intervention model is predicated upon increasingly intensive tiers of instruction. The aim of the present study was to examine the efficacy of a Tier-2 small-group literacy intervention ("MiniLit") designed for young readers who are still struggling after experiencing whole-class initial instruction. A total of 22…
Descriptors: Foreign Countries, Response to Intervention, Small Group Instruction, Reading Difficulties
Kearns, Devin M.; Fuchs, Douglas – Exceptional Children, 2013
Stakeholders are debating the value of cognitively focused instruction for students who have not benefited from a skills-based approach. Much of the discussion, however, is occurring without recognition of research that has been conducted in the past 2 decades. In this article, we reviewed the research. Electronic databases and hard copies of…
Descriptors: Academic Achievement, Low Achievement, Teaching Methods, Cognitive Processes
