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Direct linkMichael J. Boneshefski; Drew W. Hunter – Learning Disabilities Research & Practice, 2024
When using response to intervention (RTI) for special education eligibility decisions, multidisciplinary teams (MDTs) may use performance level and rate of improvement (ROI) as two metrics when evaluating student responsiveness. Although examining student responsiveness to instruction is a critical component of an evaluation using RTI, previous…
Descriptors: Intervention, Special Education, Interdisciplinary Approach, Decision Making
Georgiou, George, K.; Parrila, Rauno; Kirby, John – Scientific Studies of Reading, 2006
This study examines how rapid automatized naming (RAN) components-articulation time and pause time-develop from kindergarten to the end of first grade and how RAN components are related to different reading measures and to RAN total time. Sixty-two children were administered RAN tasks in kindergarten and at the beginning and end of Grade 1.…
Descriptors: Grade 1, Early Reading, Kindergarten, Reading Fluency
Abadzi, Helen; Crouch, Luis; Echegaray, Marcela; Pasco, Consuelo; Sampe, Jessyca – Prospects: Quarterly Review of Comparative Education, 2005
This article presents a reading assessment pilot test that took place in the context of a process of analysis and dialogue aimed at contributing to the analysis of school quality in Peru, as part of a World Bank sector assessment. Peruvian first and second graders at the bottom half of the income distribution were asked to read a brief passage…
Descriptors: Foreign Countries, Grade 1, Grade 2, Reading Comprehension
