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Characteristics of General Education Reading Interventions Implemented in Elementary Schools for Students With Reading Difficulties
Open accessAbstract
The implementation of response to intervention requires that interventions for struggling students be provided through general education prior to referral for special education. The authors surveyed elementary teachers (K–3) in one state to examine the characteristics of the supplemental reading interventions that their students receive through general education. Findings reveal differences among grade levels in the amount of time interventions are provided to students, the providers of the intervention, and the materials selected for the interventions. No differences among grade levels were noted in the frequency of intervention or instructional group sizes. Three fourths of the teachers reported providing the supplemental interventions to students in their class. The findings provide insight into the resources utilized by schools to implement supplemental interventions.
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RTI depends upon the coordinate relation between implementation of interventions and change on measures over time so that interventions are either vindicated or modified.
“RTI depends upon the coordinate relation between implementation of interventions and change on measures over time so that the interventions are either vindicated or modified for students with disabilities or who are at risk of failure.”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [190]
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Research works printed but not linked: 31
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Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present
Tindal, G. (2013) · ISRN Education · doi:10.1155/2013/958530 · Cited by 59
Metadata
- Authors
- Wanzek, J., & Cavanaugh, C.
- Affiliations
- Florida State University (US)
- University of North Carolina at Chapel Hill (US)
- Venue
- Remedial and Special Education
- Publisher
- SAGE Publications
- Published
- 2010-10-07
- Volume
- 33
- Issue
- 3
- Pages
- 192-202
- ISSN
- 0741-9325 (ISSN-L)
- 1538-4756
- PMC
- PMC3430147
- OpenAlex
- W2101910146
- Cited by
- 19
- References
- 0
- Citations by year
- 2020: 1 · 2019: 2 · 2015: 7 · 2014: 6 · 2013: 2 · 2012: 1
- FWCI
- 1.84
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Remedial and Special Education (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Carolina Digital Repository (University of North Carolina at Chapel Hill) (submittedVersion)
- UNC Libraries
- Funders
- National Institutes of Health
- National Institute of Child Health and Human Development
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (R03HD060758)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Education › Collaborative Teaching and Inclusion
- Keywords
- Response to Intervention, reading intervention, struggling readers, general education, primary school teachers, supplemental instruction, grade level differences, teaching materials, school resources
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