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Direct linkAustin, Christy R.; Vaughn, Sharon; McClelland, Amanda M. – Learning Disability Quarterly, 2017
A subset of students fail to respond adequately to reading interventions. This synthesis systematically reviews studies in which students in grades K-3 responded inadequately to a Tier 2 reading intervention and were provided with a Tier 3 intervention. Descriptions of the Tier 3 reading interventions and effects are provided. To meet inclusion…
Descriptors: Reading Improvement, Intervention, Synthesis, Early Childhood Education
Reed, Deborah K.; Cummings, Kelli D.; Allen, Elizabeth A.; Weiser, Beverly L.; Hott, Brittany L.; Smolkowski, Keith – Learning Disability Quarterly, 2014
The Council for Learning Disabilities' Research Committee hosted a "Must Read" session at the 35th Annual International Conference in which they discussed influential articles published between August 1, 2012, and July 31, 2013. Articles were selected in six areas relevant to learning disabilities research and practice: response to…
Descriptors: Synthesis, Learning Disabilities, Conferences (Gatherings), International Studies
Guskey, Thomas R.; Jung, Lee Ann – Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2011
In this article we draw parallels between defined critical features of response-to-intervention (RTI) and the mastery learning approach described in the general education literature by Benjamin S. Bloom. We posit that these two processes include many common elements but that each incorporates unique elements that could potentially complement and…
Descriptors: Response to Intervention, Mastery Learning, Synthesis, Special Education Teachers
Lam, Elizabeth A.; McMaster, Kristen L. – Learning Disability Quarterly, 2014
The purpose of this review was to update previous reviews on factors related to students' responsiveness to early literacy intervention. The 14 studies in this synthesis used experimental designs, provided small-group or one-on-one reading interventions, and analyzed factors related to responsiveness to those interventions. Participants were…
Descriptors: Predictor Variables, Early Intervention, Emergent Literacy, Longitudinal Studies
Weiser, Beverly L.; Reed, Deborah K.; Kethley, Caroline I.; Mathes, Patricia G. – Learning Disability Quarterly, 2012
In October 2011, Council for Learning Disabilities' (CLD's) research committee members (i.e., authors of this article) presented their "Must Reads" at the organization's 33rd Annual International Conference on Learning Disabilities. In this article, the presenters summarize a few of their selected articles and state why each article is a "Must…
Descriptors: Learning Disabilities, Reading Instruction, Research Committees, Organizations (Groups)
Odom, Samuel L.; Buysse, Virginia; Soukakou, Elena – Journal of Early Intervention, 2011
Issues affecting inclusion of young children with disabilities over the last 25 years are discussed. A brief history of early childhood inclusion is followed by a discussion of definition, terminology, and models for inclusive services. A summary of synthesis points derived from the research literature focuses on critical outcomes for children…
Descriptors: Disabilities, Young Children, Inclusion, Accessibility (for Disabled)
Hughes, Charles A.; Dexter, Douglas D. – Theory Into Practice, 2011
Response to Intervention (RTI) is an instructional framework through which schools can provide early intervention for students experiencing academic and behavioral difficulties. It is also promoted as an alternative to the IQ-discrepancy model for identifying students with learning disabilities. Most states have developed, or are developing,…
Descriptors: Evidence, Early Intervention, Learning Disabilities, Response to Intervention
