Now revised and updated, with many new lesson plans and a new chapter on writing instruction, this trusted book guides upper elementary teachers to design and implement a research-based literacy program. The expert authors show how to teach and assess students in differentiated small groups, and explain how instruction works in a tiered…

As student populations are becoming more diverse in ability and ethnicity across American classrooms, teachers are faced with instructional challenges in meeting their students' learning needs. Challenges are heightened for general and special education teachers who teach students with learning disabilities (LD) and have a culturally and…

The legal dimension of response to intervention (RTI) has been the subject of considerable professional confusion. This brief article addresses the issue in three parts. The first part provides an update of a previous iteration that compared 12 common conceptions, referred to here as the "lore," with an objective synthesis of the…

Response to Intervention (RTI) is a complex initiative which requires the ongoing support and communication of multiple stakeholders (e.g., teachers, administrators, support staff). The purpose of this paper is to examine RTI and direct application of the framework with public school practitioners. The paper is separated into several sections.…

The purpose of this quantitative study was to investigate differences among special education enrollments for specific learning disabilities (SLD) and other disabilities within districts using school-wide response to intervention (RTI). Differences between rural and suburban school districts during the phases of the insufficient criterion rollout…

Middle school students continue to fall below the Proficient level of state standards in the area of literacy. Response to Intervention (RTI) was introduced to provide teachers of all grades and subject areas the necessary steps to aid at-risk students in their classrooms. Due to the lack of specific guidelines for RTI, some teachers implement the…

Learning for all students is the most fundamental and noble quest of American public schools. As new educational research presents best practice, this seemingly simplistic goal has become a multifaceted and complicated challenge for school districts. Classroom hierarchies based solely on grade point average are disappearing, replaced by an…

Project START (Students and Teachers Actively Reading Together) is an adaptive shared reading intervention designed to address the varied learning needs of preschool children with autism spectrum disorder (ASD). This report summarizes procedures and results of the developmental year of the project, which focused primarily on evaluating…

Sixty-one educational leaders from a rural section of the Northeastern United States participated in this mixed-methods sequential explanatory study to determine the extent to which educational leaders felt knowledgeable and prepared to lead the implementation of multi-tiered systems of support (MTSS) in their schools. Despite educators' initial…

A substantial achievement gap, with culturally and linguistically diverse (CLD) students falling behind native-English-speaking White peers, has been widely documented in research as well as government reports. However, a corresponding discipline gap has not been evident due to the various labels and methods used for identifying specifically…

Project START (Students and Teachers Actively Reading Together) is an adaptive shared reading intervention designed to address the varied learning needs of preschool children with autism spectrum disorder (ASD). This report summarizes procedures and results of the developmental year of the project, which focused primarily on evaluating…

The development of beginning decoding and encoding skills is influenced by linguistic skills as well as executive functions (EFs). These higher-level cognitive processes include working memory, inhibition, and cognitive flexibility, and individual differences in these EFs have been shown to contribute to early academic learning. The present study…

Purpose: Specific language impairment (SLI; see also developmental language disorder) and dyslexia are separate, yet frequently co-occurring disorders that confer risks to reading comprehension and academic achievement. Until recently, most studies of one disorder had little consideration of the other, and each disorder was addressed by different…

Our most underserved student groups have been marginalized for centuries in school systems that impose upon them traditional American culture, thereby perpetuating the cycle of marginalization. Many educational organizations use evidence-based approaches that aim to create equity for all and are often introduced in silos, duets, trios, or even…

We review the evolution of the conceptualisation of dyslexia and along with it the current, 21st century definition of dyslexia. Our starting point is the seminal report by Pringle Morgan in 1896, followed by early 20th century reports by Hinshelwood, and continuing with concepts of brain injury and minimal brain dysfunctions then to the emergence…