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Direct linkDussling, Tess M. – Literacy Research and Instruction, 2018
While the research on effective early reading interventions for English language learners is expanding, the majority of the research focuses on students whose native language is Spanish. This study investigated the effects of a supplemental reading program that builds phoneme awareness skills and emphasizes explicit instruction in the alphabetic…
Descriptors: English Language Learners, Instructional Effectiveness, Supplementary Education, Reading Instruction
Vaughn, Sharon; Swanson, Elizabeth A. – Exceptional Children, 2015
Research in special education has yielded beneficial outcomes for students with disabilities as well as typical achieving students. The authors provide examples of the valuable knowledge special education research has generated, including the elements of response to intervention (e.g., screening and progress monitoring), instructional practices…
Descriptors: Special Education, Educational Research, Response to Intervention, Student Needs
Erbeli, Florina; Hart, Sara A.; Wagner, Richard K.; Taylor, Jeanette – Scientific Studies of Reading, 2018
A fairly recent definition of reading disability (RD) is that in the form of a hybrid model. The model views RD as a latent construct that is manifested through various observable unexpected impairments in reading-related skills and through inadequate response to intervention. The current report evaluated this new conceptualization of RD from an…
Descriptors: Etiology, Reading Difficulties, Reading Programs, Response to Intervention
Vannest, Kimberly J.; Soares, Denise A.; Smith, Stacey L.; Williams, Lauren E. – TEACHING Exceptional Children, 2012
Progress monitoring provides teachers with frequent, reliable data on student improvement in academic skills. However, valid and reliable progress monitoring probes are primarily available just for reading fluency, comprehension, spelling, and math. Because the instruction of students with disabilities in science occurs primarily in general…
Descriptors: Student Improvement, Teaching Methods, Reading Fluency, Science Education
Download full textSimmons, Deborah C.; Kim, Minjung; Kwok, Oi-man; Coyne, Michael D.; Simmons, Leslie E.; Oslund, Eric; Fogarty, Melissa; Hagan-Burke, Shanna; Little, Mary E.; Rawlinson, D'Ann – Journal of Learning Disabilities, 2015
Despite the emerging evidence base on response to intervention, there is limited research regarding how to effectively use progress-monitoring data to adjust instruction for students in Tier 2 intervention. In this study, we analyzed extant data from a series of randomized experimental studies of a kindergarten supplemental reading intervention to…
Descriptors: Intervention, Reading Instruction, Kindergarten, Reading Achievement
Oslick, Mary Ellen; Lane, Hannah – Action in Teacher Education, 2014
The purpose of this research is to share the reading assessments that graduate students selected for their clinical practice with struggling readers. After a careful look at assessments, their place in the recent shift to Response to Intervention (RTI), specifically regarding reading instruction and the preparation of reading…
Descriptors: Reading, Reading Difficulties, Reading Instruction, Reading Improvement
