(DOWNLOAD) "Effectiveness of a Supplemental Early Reading Intervention Scaled up in Multiple Schools (Exceptional Children) (Report)" by Exceptional Children " Book PDF Kindle ePub Free
eBook details
- Title: Effectiveness of a Supplemental Early Reading Intervention Scaled up in Multiple Schools (Exceptional Children) (Report)
- Author : Exceptional Children
- Release Date : January 22, 2010
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 301 KB
Description
The well documented gap between educational research and practice has increasing relevance in light of the emphasis in federal legislation--such as the No Child Left Behind Act and the 2004 reauthorization of the Individuals With Disabilities Education Improvement Act (IDEA)--on universally high standards for all students, including those with disabilities. IDEA emphasizes the critical role of early intervening services and authorizes the use of data documenting students' responsiveness to high quality, research-based intervention in the identification of students with learning disabilities (LD). The Council for Exceptional Children (CEC; 2007) position statement on such response to intervention (RTI) approaches states that RTI "must be viewed as a schoolwide initiative, with special education as an explicit part of the framework ... to identify and address the academic and behavioral needs of learners" (p. 1), noting that the implementation of a comprehensive RTI model "may reduce the number of students referred for special education, promote effective early intervention, provide diagnostic information to consider in the identification of a disability, and/or may reduce the impact of a disability on a child's academic progress" (p. 2). Since the reauthorization of IDEA in 2004, RTI models have been increasingly implemented across the country. In a recent nationwide survey of special education administrators and other district personnel (Spectrum K12, 2009), 71% of respondents indicated that their school districts were either piloting or implementing RTI models (margin of error 4.6%). Many students who currently receive intervention within RTI models receive this assistance because of reading difficulties (Haager, Klingner, & Vaughn, 2007; Jimerson, Burns, & VanDer-Heyden, 2007; Spectrum K12, 2009). Preventative RTI reading models most often consist of three tiers of intervention (Batsche et al., 2006; Spectrum K12, 2009), in which Tier 1 is high-quality classroom reading instruction delivered to all students. Students with inadequate RTI in Tier 1 receive Tier 2 supplemental intervention in addition to classroom instruction, provided either by their classroom teachers or other interventionists. Students who continue to struggle receive Tier 3 intervention delivered with higher intensity (e.g., smaller groups, longer sessions, longer duration, highly qualified teachers), sometimes provided within special education (CEC, 2007). This study examined one Tier 2 reading intervention that may be appropriate for use within such an RTI model.
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