A transactional perspective on reading difficulties and Response to Intervention

2006 ◽  
Vol 41 (1) ◽  
pp. 117-128 ◽  
Author(s):  
JOHN E. MCENEANEY ◽  
MARY K. LOSE ◽  
ROBERT M. SCHWARTZ
Keyword(s):  
Response To Intervention ◽  
Reading Difficulties

Response to Intervention for Middle School Students With Reading Difficulties: Effects of a Primary and Secondary Intervention

2010 ◽  
Vol 39 (1) ◽  
pp. 3-21 ◽  
Author(s):  
Sharon Vaughn ◽  
Paul T. Cirino ◽  
Jeanne Wanzek ◽  
Jade Wexler ◽  
Jack M. Fletcher ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Response To Intervention ◽  
Reading Difficulties ◽  
School Students ◽  
Secondary Intervention

scholarly journals Response to intervention with older students with reading difficulties

2008 ◽  
Vol 18 (3) ◽  
pp. 338-345 ◽  
Author(s):  
Sharon Vaughn ◽  
Jack M. Fletcher ◽  
David J. Francis ◽  
Carolyn A. Denton ◽  
Jeanne Wanzek ◽  
...  
Keyword(s):  
Response To Intervention ◽  
Reading Difficulties ◽  
Older Students

scholarly journals Effects of Intensive Reading Intervention for Eighth-Grade Students With Persistently Inadequate Response to Intervention

2011 ◽  
Vol 45 (6) ◽  
pp. 515-525 ◽  
Author(s):  
Sharon Vaughn ◽  
Jade Wexler ◽  
Audrey Leroux ◽  
Greg Roberts ◽  
Carolyn Denton ◽  
...  
Keyword(s):  
Treatment Group ◽  
Response To Intervention ◽  
Reading Intervention ◽  
Effect Size ◽  
Reading Difficulties ◽  
Eighth Grade ◽  
Inadequate Response ◽  
Eighth Grade Students ◽  
Intensive Reading ◽  
Grade 8

The authors report the effects of a yearlong, very small-group, intensive reading intervention for eighth-grade students with serious reading difficulties who had demonstrated low response to intervention (RTI) in both Grades 6 and 7. At the beginning of Grade 6, a cohort of students identified as having reading difficulties were randomized to treatment or comparison conditions. Treatment group students received researcher-provided reading intervention in Grade 6, which continued in Grade 7 for those with low response to intervention; comparison students received no researcher-provided intervention. Participants in the Grade 8 study were members of the original treatment ( N = 28) and comparison ( N = 13) conditions who had failed to pass a state-mandated reading comprehension test in both Grades 6 and 7. In Grade 8, treatment group students received a 50-minute, daily, individualized, intensive reading intervention in groups of two to four students per teacher. The results showed that students in the treatment condition demonstrated significantly higher scores than comparison students on standardized measures of comprehension (effect size = 1.20) and word identification (effect size = 0.49), although most continued to lack grade-level proficiency in reading despite 3 years of intervention. Findings from this study provide a rationale for intensive intervention for middle school students with severe reading difficulties.

Early identification and intervention to prevent reading failure: A response to intervention (RTI) initiative

2020 ◽  
Vol 37 (2) ◽  
pp. 140-146 ◽  
Author(s):  
Linda S. Siegel
Keyword(s):  
Response To Intervention ◽  
Early Identification ◽  
First Language ◽  
Reading Difficulties ◽  
Reading Failure ◽  
Learning To Read ◽  
Students First ◽  
Prerequisite Skills ◽  
Rti Model ◽  
Simple Screening

AbstractThis article describes a Response to Intervention (RTI) model of early identification and intervention to prevent reading failure. A simple screening system to alert teachers to children who may not have some of the prerequisite skills necessary for reading and a whole class intervention system will be described. The success of these initiatives was measured systematically, and the incidence of reading difficulties was reduced to 1.5% in the children who had English as a first language and in children who had English as an additional language. The article also examines the relative influence of students’ first language on learning to read in English and the benefits of bilingualism.

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