Rethinking Response to Intervention at Middle and High School

Autor/inn/en	Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.
Titel	Rethinking Response to Intervention at Middle and High School
Quelle	In: School Psychology Review, 39 (2010) 1, S.22-28 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Stellungnahme; Reading Comprehension; Reading Difficulties; Intervention; Grade 6; Formative Evaluation; High School Students; Middle School Students; Integrated Curriculum; Vocabulary; Reading Instruction; Disproportionate Representation; Prevention; Content Area Reading + Suchen Sie Ihr Suchwort? Leseverstehen; Reading difficulty; Leseschwierigkeit; School year 06; 6. Schuljahr; Schuljahr 06; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Wortschatz; Leseunterricht; Prävention; Vorbeugung; Sinnerfassendes Lesen
Abstract	This article presents the authors' response to Sharon Vaughn and colleagues' article "Response to Intervention for Middle School Students With Reading Difficulties: Effects of a Primary and Secondary Intervention." In Vaughn et al. article, a study in which they provided professional development to content area teachers, with the goal of integrating vocabulary and reading comprehension instruction throughout the school day in Tier 1 was described. With this ambitious randomized control trial, they examined the efficacy of a response to intervention (RTI) Tier 2 intervention at sixth grade. The authors conclude that Vaughn et al. do an admirable job of discussing and contextualizing these findings, and they clarify another factor possibly contributing to their modest result: A disproportionate number of students in the business-as-usual condition received a second level of prevention activities designed and implemented by their own schools. (ERIC).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10