Search Results

This article addresses the effects of 3-tiered comprehensive reading and behavior interventions on K-3 student outcomes in 7 urban elementary schools with a high prevalence of students considered difficult to teach. Specific features of each level of the...

Evidence-based programs will be useful to the extent they produce benefits to individuals on a socially significant scale. It appears the combination of effective programs and effective implementation methods is required to assure consistent uses of...

Response to Intervention (RTI) was included within the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA, 2004), specifically as part of an assessment process to determine if a child has a disability. While IDEA’s focus is on students...

When used in a multi-tiered academic approach, education technology has the capacity to differentiate and intensify mathematics and literacy instruction for students with or at risk for disabilities. For instance, technology-based gaming interventions can...

This article provides an overview of an instructional framework aimed at improving reading outcomes for first grade students who are early struggling readers and may be at-risk for reading disabilities. Specifically, we describe an integrated reading...

This study investigates how state departments of education are defining response to intervention (RTI) assessment processes as they relate to specific learning disability (SLD) eligibility 5 years after the Individuals With Disabilities Education Act (IDEA...

This experimental study evaluated a model in which the delivery of a supplemental beginning reading intervention was adjusted based on student performance. Kindergarten students identified as at risk for reading difficulties were assigned to one of two...

This study investigated the role of strategy instruction on solution accuracy in children with and without serious math difficulties (MD) in problem solving. Children's posttest solution accuracy was compared on standardized and experimental measures as a...

This randomized controlled experiment compared the efficacy of two response-to-intervention (RTI) models—typical RTI and dynamic RTI—and included 34 first-grade classrooms ( n = 522 students) across 10 socioeconomically and culturally diverse schools...

The focus of the present study was enhancing word problem and calculation achievement in ways that support prealgebraic thinking among second-grade students at risk for mathematics difficulty. Intervention relied on a multitier support system (i.e...