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By: Corrie Kelly (2011)
Reading intervention programs play an important role in helping all students become confident, skilled readers. There are lots of programs available to schools. If you are planning to purchase an intervention program for instruction, it is important to do your homework — and get as much information as you can about a program's benefits and effectiveness. This article provides basic comparative information about a range of commercially available intervention programs.
By: What Works Clearinghouse, U.S. Department of Education (2011)
Learn more about the four recommended practices in Response to Intervention (RTI): universal screening; progress monitoring and differentiation; systematic skill instruction; and system-wide implementation.
By: Sharon Vaughn and Alba Ortiz (2010)
This article briefly highlights the knowledge base on reading and RTI for ELLs, and provides preliminary support for the use of practices related to RTI with this population.
By: Reading Rockets (2009)
Parents and caregivers want the very best for their children, and therefore are often the first to notice and to worry when they suspect their child may be showing signs of delayed development. Get answers and advice with this easy-to-understand information about developmental delays.
By: What Works Clearinghouse (2009)
After reviewing the research, the What Works Clearninghouse recommends that in tier 3 of Response To Intervention, schools provide provide intensive instruction on a daily basis that promotes the development of the various components of reading proficiency to students who show minimal progress after reasonable time. It also provides some specific features that should be considered in carrying out this recommendation.
By: What Works Clearinghouse (2009)
After reviewing the research, the What Works Clearninghouse recommends that students in tier 2 of RTI be monitored at least monthly, and use this data to determine if and how primary grade students may need additional reading instructional support.
By: What Works Clearinghouse (2009)
The What Works Clearninghouse reviewed the research available about using Response To Intervention to help primary grade students overcome reading struggles. WWC's recommendation for tier 2 of RTI is to provide intensive, systematic instruction on up to three foundational reading skills in small groups to students.
By: What Works Clearinghouse (2009)
After reviewing the research, the What Works Clearninghouse recommends that in tier 1 of Response To Intervention, schools provide differentiated reading instruction for all students based on assessments of students’ current reading levels.
By: What Works Clearinghouse (2009)
According to research, the Education Department's What Works Clearinghouse finds that the first step in using Response To Intervention to help early elementary-aged students learn to read is to screen all students and regularly monitor students who are at elevated risk of reading problems.
By: What Works Clearinghouse (2009)
This is a checklist to help educators carry out the five recommendations made in the What Works Clearninghouse report Assisting Students Struggling with Reading: Response to Intervention (RTI) and Multi-Tier Intervention in the Primary Grades.
By: American Speech-Language-Hearing Association (2008)
Answers to frequently asked questions on how to help children with communication disorders, particularly in regards to speaking, listening, reading, and writing.
By: American Federation of Teachers (2008)
Response to Intervention (RTI) is a complex subject and states and districts have a lot of discretion with the implementation of this three-step, research-based approach to intervention and placement. Learn about some of the common misconceptions of the RTI process and read about additional RTI web sources.
By: Reading Rockets (2008)
Children who struggle with reading often need extra help. This help usually comes from the school, but some parents choose to look outside the school for professionals who can assess, diagnose, tutor, or provide other education services. The following article provides information on how to find the right person for your child.
By: Reading Rockets (2008)
Many New Year's resolutions focus on developing healthy habits. Here's one that is important to make and keep: provide a regular diet of books and reading for your preschooler. Try this menu of reading activities:
By: U.S. Department of Education (2007)
Providing small-group reading instruction in five core reading elements (phonological awareness, phonics, reading fluency, vocabulary, and comprehension) can really help English language learners in the elementary grades.
By: Mary Beth Klotz and Andrea Canter (2007)
Learn what questions to ask about Response to Intervention (RTI), an approach to helping struggling learners that is gaining momentum in schools across the country. This article from the National Association of School Psychologists tells you the most important features of the process, key terms, and RTI's relationship to special education evaluation.
By: FPG Child Development Institute (2007)
Can teachers and parents of preschoolers identify learning problems early enough to prevent problems later in school? The Recognition & Response model helps adults know what to look for and how to help, so that later remediation and special education may not be necessary.
By: Reading Rockets (2007)
Learning to read is a challenge for many kids, but most can become good readers if they get the right help. Parents have an important job in recognizing when a child is struggling and knowing how to find help. Here are some signs to look for and things to do if you suspect your child is having trouble reading.
By: National Association of School Psychologists (2006)
School psychologists working in districts that use Response to Intervention (RTI) can offer expertise at many levels, from system-wide program design to specific assessment and intervention efforts with individual students.
By: National Joint Committee on Learning Disabilities (2006)
The National Joint Committee on Learning Disabilities developed an overview on screening, diagnosing and serving children age four or younger. The document was developed for researchers, administrators, and people who need an academic overview.
By: American Federation of Teachers (2006)
There are over two dozen individually administered screening tools produced for the primary grades. Considering their subject matter and purpose, schools must decide which assessment best fits their needs. This article gives an overview of the screening tools and the kind of information they provide.
By: Mary Ruth Coleman, Virginia Buysse, and Jennifer Neitzel (2006)
Some young children show signs that they may not be learning in an expected manner, even before they begin kindergarten. These children may exhibit problems in areas such as language development, phonological awareness, perceptual-motor abilities, and attention, which have been considered precursors of learning disabilities in older children. However, under current state and federal guidelines, these children are unlikely to meet eligibility criteria for having a learning disability. This is because formal identification of a child's learning disability generally does not occur until there is a measurable discrepancy between the child's aptitude and academic achievement, often not until the second or third grade.
By: Barbara J. Ehren, Judith Montgomery, Judy Rudebusch, and Kathleen Whitmire (2006)
Speech-language pathologists (SLPs) can play a number of important roles in using RTI to identify children with disabilities and provide needed instruction to struggling students in both general education and special education settings. But these roles will require some fundamental changes in the way SLPs engage in assessment and intervention activities.
By: Elizabeth Crawford and Joseph K. Torgesen (2006)
Improving the effectiveness of interventions for struggling readers is critical. It requires a school-level system for early identification of 'at risk' students and then providing those students with intensive interventions. This article describes what the Florida Center for Reading Research has learned by visiting Reading First schools that have demonstrated success in reaching struggling readers. School leaders will find ideas described here that can help them successfully meet the unique challenges within their own schools.
By: G. Emerson Dickman (2006)
RTI is not a particular method or instructional approach, rather it is a process that aims to shift educational resources toward the delivery and evaluation of instruction that works best for students. This article provides a quick overview of RTI as it relates to reading.
By: Sally E. Shaywitz (2004)
The specific signs of dyslexia, both weaknesses and strengths, vary widely. Problems with oral language, decoding, fluency, spelling, and handwriting are addressed, as well as strengths in higher order thinking skills.
By: Sally E. Shaywitz (2004)
The earliest clues involve mostly spoken language. The very first clue to a language (and reading) problem may be delayed language. Once the child begins to speak, look for difficulties with rhyming, phonemic awareness, and the ability to read common one-syllable words.
By: Sally M. Reis and Robert Colbert (2004)
Recent research on academically talented students with learning disabilities indicates that they have specific counseling needs that often are not addressed in elementary and secondary school. This article looks at what kinds of support students with this profile need, and how school counselors can provide it.
By: American Federation of Teachers (2004)
A look at three pivotal longitudinal studies that clearly show: Late bloomers are rare; skill deficits are almost always what prevent children from blooming as readers.
By: American Federation of Teachers (2004)
Early intervention works. Because it is also expensive, it's important to be able to identify the kids who are most at risk of reading failure. Thanks to a new generation of screening assessments, we can identify these students as early as kindergarten — and then invest in interventions for them.
By: Suzanne Carreker (2004)
This article describes the most common characterists of dyslexia and other learning disorders, and what you can do if you suspect your child has a problem.
By: Virginia Berninger, Donna Rury Smith, and Louise O'Donnell (2004)
This article discusses current research-supported instructional practices in reading and writing. It also reviews alternatives to ability-achievement discrepancy in identifying students for special education services, as well as introduces the idea that ability-achievement discrepancies should be based on specific cognitive factors that are relevant to specific kinds of learning disabilities rather than Full Scale IQ.
By: Lisa Trei (2003)
For the first time, researchers have shown that the brains of dyslexic children can be rewired -- after undergoing intensive remediation training -- to function more like those found in normal readers.
By: Jessica Blom-Hoffman, Julie F. Dwyer, Angela T. Clarke, and Thomas J. Power (2002)
Learn how school psychologists can partner with reading specialists and classroom teachers to evaluate the benefits of early intervention reading programs in their districts.
By: Steven Graham, Karen R. Harris, and Lynn Larsen (2001)
By: Head Start Information and Publication Center (2001)
Head Start is a Federal program for preschool children from low-income families. The Head Start program is operated by local non-profit organizations in almost every county in the country.
By: Debra Johnson and Angela Rudolph (2001)
This article takes the approach that if we avoid school failure in the first place, there might be less of a reason to consider retention. Specific “strategies” are described, including: intensifying learning, providing professional development to assure skilled teachers, expanding learning options, assessing students in a manner to assist teachers, and intervening in time to arrest poor performance.
By: G. Reid Lyon (2000)
Children may struggle with reading for a variety of reasons. This article provides an overview of these reasons, including limited experience with books, speech and hearing problems, and low phonemic awareness.
By: Susan Burns, Peg Griffin, and Catherine Snow (1999)
Hispanic students in the United States are at especially high risk of reading difficulties. Despite progress over the past 15 to 20 years, they are about twice as likely as non-Hispanic whites to read well below average for their age.
By: Susan Burns, Peg Griffin, and Catherine Snow (1999)
Knowing which children are more likely to be at risk for reading problems allows for early intervention to prevent the majority of these problems from developing. Learn what group and individual factors make certain children at risk.
By: Catherine Snow, Susan Burns, and Peg Griffin (1998)
Knowing children with a family history of difficulties are more likely to have trouble learning to read means that efforts can be made with these children to prevent difficulties from developing.
By: Coordinated Campaign for Learning Disabilities (1997)
The most common learning disability is difficulty with language and reading. Here are some warning signs of learning disabilities to look for in preschool and elementary school children.
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