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Quinnipiac University
The Quinnipiac University School of Education offers certificate, master’s degree and advanced diploma programs designed to empower graduates to become a positive force of change across a variety of school-based and corporate learning environments.
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Effects of Multi-Tier Academic and Behavior Instruction on Difficult-to-Teach Students
Content type: Journal Article
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...
How to Reach First-Grade Struggling Readers
Content type: Journal Article
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...
Adjusting Beginning Reading Intervention Based on Student Performance: An Experimental Evaluation
Content type: Journal Article
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...
To Wait in Tier 1 or Intervene Immediately
Content type: Journal Article
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...
Too Much, Too Soon? Unanswered Questions From National Response to Intervention Evaluation
Content type: Journal Article
The report of the national response to intervention (RTI) evaluation study, conducted during 2011–2012, was released in November 2015. Anyone who has read the lengthy report can attest to its complexity and the design used in the study. Both these factors...
Evaluating the Effects of Supplemental Reading Intervention Within an MTSS or RTI Reading Reform Initiative Using a Regression Discontinuity Design
Content type: Journal Article
A large body of research supports the efficacy of small group reading interventions for students in Grades K through 3. However, there are few studies evaluating the effects of supplemental Tier-2 intervention implemented within a response to intervention...
Racing Against the Vocabulary Gap: Matthew Effects in Early Vocabulary Instruction and Intervention
Content type: Journal Article
We investigated whether individual differences in overall receptive vocabulary knowledge measured at the beginning of the year moderated the effects of a kindergarten vocabulary intervention that supplemented classroom vocabulary instruction. We also...
Enhancing Adolescents’ Comprehension of Text by Building Vocabulary Knowledge
Content type: Journal Article
Secondary-level students are required to learn critical content by reading and comprehending complex text. This task is especially challenging for students with disabilities who spend the majority of their day in the general education content area setting...
Strategies for Minimizing Variability in Progress Monitoring of Oral Reading Fluency
Content type: Journal Article
Curriculum based measurement (CBM) is widely used to monitor student progress on academic skills. Within the context of reading, CBM oral reading fluency (ORF) is the most commonly used progress-monitoring measure of students' reading abilities. While CBM...
Structured Literacy and Typical Literacy Practices: Understanding Differences to Create Instructional Opportunities
Content type: Journal Article
This article outlines key features of structured literacy approaches and contrasts these approaches with more typical literacy practices in core general education instruction, assessment, and tiered interventions. Using a vignette about a special education...